Provides and describes the use of a "Proficient Reader Protocol" in the evaluation of the middle school reader. Defines the six main components that combine to make up proficient reading and shows how each component is measured by the protocol. Proposes implications for the classroom. (HB)

Intended for reading teachers and school administrators, this paper proposes a whole language, comprehension based approach to reading instruction that is rooted in the humanistic acceptance of the learner as problem solver and that builds on strengths and minimizes preoccupation with reading deficiency. Following an introduction and rationale for…

Raises problem of affective acceptance by teachers and student teachers of psycholinguistic formulations appearing to run counter to intuitive notions of the reading process. Presents three psycholinguistic formulations operationalized via several modified reading experiences. Demonstrates use by the reader of multiple information sources and…

Describes a workshop on phonics for preservice teachers developed by a staunch whole language literacy teacher. Notes that evaluations by participants were mixed at best. (RS)

Analysis of the requirements for diagnostic testing of the early stages of reading competence shows that diagnostic testing needs to focus on decoding, word knowledge, and sentence processing. Reading diagnostic tests also need to assess "entry" skills for the assignment of pupils to instruction, and "exit" skills at each grade…

Describes a research project to evaluate the progress of adult beginning readers. States that the project gave the authors insight into designing and carrying out research; broadened their understanding of how students learn about the learning process; enriched their teaching; and helped them view others' research in a new light. (RS)