Describes a set of activities and materials using Language Master machines, combined with more traditional listening-while-reading procedures that helped emergent readers grow rapidly in reading ability and motivation to read. (SR)

Describes a tic tac toe game in which students learn vocabulary words in their expressed areas of interest. (MG)

Examines and evaluates microcomputer software designed to assist in diagnosing students' reading abilities and making instructional decisions. Claims that existing software shows valuable potential when used sensibly and critically by trained reading clinicians. (MM)

Explains how a comparison portfolio can illustrate a student's progress by contrasting performances from the beginning and end of the school year. Notes that the portfolio should include standardized test scores, informal assessments, student writing samples, voluntary reading program reports, self assessments, and samples of class reading…

Discusses the detrimental effects that low reading groups can have on children. Presents four alternatives to ability grouping that can help all children gain control of their learning and experience success in literacy. (MG)

Describes and presents an inventory for estimating primary grade students' ability to read mathematical vocabulary and their understanding of math concepts. (FL)

Concludes that insertion and omission miscues made by either good or poor readers at instructional or frustration levels cause little syntactic and semantic distortion, and that, consequently, time spent coding and interpreting such miscues is probably wasted. (FL)

Provides three interdependent principles which invite parents to take an active role in assessing their child's individual literacy growth. Shares six ideas for teachers who want parents to become active partners in the assessment process. (MG)

Concludes that the instrument reviewed is a carefully designed test incorporating a new interpretation of standardization and improved definitions of traditional reading levels. (FL)

Summarizes, in four guiding principles drawn from both research and instructional practices, the theoretical and pragmatic reasons for a portfolio approach to reading assessment. (MG)

Concludes that children's reading ability is not the sole reason behind their placement in particular reading groups and that teachers also consider such things as their ability to do academic work, work habits, classroom behavior, personality, and, occasionally, their home environment. (FL)