Finds a number of problems with the test and concludes that there is little real advantage to using it in preference to other published informal reading inventories now available. (FL)

Concludes that the four reading comprehension tests examined in this study tend to measure general knowledge rather than comprehension skills. (Author/RB)

Discusses the proper interpretation of the three scores commonly reported from norm-referenced standardized reading tests: grade equivalency, percentile, and stanine scores. (FL)

Reviews information about three major dimensions along which phonics measures vary: (1) group v individual administration, (2) production response (say or write) v recognition response, and (3) the stimuli or materials used to evaluate phonics. (HOD)

Reviews the recently released Gates-MacGinitie Reading Test, Third Edition. Identifies the test as one which is widely used by school systems to measure students' reading progress in instructional settings. (MG)

Describes a revision of the Names Test, an easy-to-administer phonics assessment. Describes what was done to increase the test's category reliability, to further examine the test's validity, and to enhance its usability. (SR)

Concludes that the "Inventory of Teacher Knowledge of Reading" is valid in discriminating between the specialist and non-specialist in reading, but that it fails to verify the seven components that the authors claim to measure. (RB)

Finds that auditory discrimination as most tests measure it has little to do with how well children learn to read. (RB)

Concludes that teachers should use less difficult reading material when administering oral reading tests for a true picture of a child's syntactic and contextual strategies. (MKM)

Describes research about and teaching techniques for test-taking skills. (MKM)

In this study the Graded Word List proved to be a poor indicator of fourth through eighth grade students' scores on an informal reading inventory. (MKM)

Argues that process-oriented evaluation of children's literacy by the classroom teacher is more efficient and more instructionally valid than current test-driven evaluation procedures. (FL)

Notes that the National Assessment of Educational Progress's (NAEP) recent assessment found fundamental changes taking place in education and in society which render the apolitical, uniform, "one size fits all" approach to education dysfunctional. Calls for reconceptualizing reading instruction to benefit all readers rather than just the…