Describes a technique for assessing children's free recall that is simple and quick and also provides important information for the teacher. (FL)

Points out that sound assessment programs should (1) be a part of instruction, (2) use varied methods and instruments, (3) focus on a broad range of skills and knowledge, (4) occur continuously, (5) occur in a variety of contexts, and (6) be appropriate for age and level of development. Offers examples of practices based on these points. (FL)

Examines six basal series commonly in use in British schools and reveals that they give only brief attention to developing children's awareness of reading and its purpose. Provides a checklist for evaluating materials for their effectiveness in conveying the value of reading. (FL)

Discusses a retelling performance checklist that uses elements of story grammar to help teachers assess comprehension in a meaningful way. (FL)

Argues that English reading should not be introduced to a primary school student with a limited command of English until that child can comprehend the syntactic and semantic structures in the text. Discusses ways of assessing a child's level of English competence and the structural level of the reading material. (FL)

Presents a checklist that was created so that parents, teachers, and others could obtain from vision specialists information necessary to ameliorate learning conditions efficiently. (FL)