The idea that some definite designation of a child's reading ability can be gained from a grade level or percentile score on a standardized test is rejected in favor of the idea that such a score is only an estimate of ability. Informal tests in which children read from passages varying in difficulty can give much helpful information to teachers.…

Research literature on measurement and evaluation in reading is described under six chapter headings: Measurement in reading: general perspectives, Problems in measuring reading subskills, Methods for assessing reading achievement, Assessing growth, Measurement of reading-related variables, and Summary: test uses and research needs. Following each…

This discussion of assessing students' reading abilities focuses on the need for developing better tests and better interpretation of test scores. Criterion-referenced tests versus norm-referenced tests are described, highlighting the Degrees of Reading Power and Metropolitan Achievement Tests: Reading, and the need for assessing the reading…