Ways that reading evaluation programs can bring reading success to individual students are presented. Each chapter is written by an authority on one of the following topics: what evaluation is, who does it, and when it should be done; reading program goals as the basis for evaluation; informal techniques for assessing prereading behavior; use of reading readiness tests for prediction and diagnosis; selection and use of survey reading achievement tests; values and limitations of diagnostic reading tests for classroom evaluation; informal reading inventories as a means of improving instruction; teachers' questions and levels of reading comprehension; evaluation through teacher-pupil conferences; and evaluation of the affective dimension of reading. References are included after each article. (CM)