The Fry Graph for Estimating Readability can be used to provide students with feedback concerning the complexity of their writing. (KS)

Describes how to evaluate reading assignments so that teachers will know when and how to intervene. (MB)

Proposes adapting holistic scoring to oral retellings of stories as a means of developing students' concepts of interrelationships and their higher levels of comprehension. (FL)

Provides teachers with instructions on effectively using student journals in classes at all levels. Gives examples of different types of personal writing students can engage in, suggests ways to respond to them, and lists benefits of and reservations about using journals in writing classes. (SKC)

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)

Notes that, although informal comments by teachers regarding building principals and other reading leaders are important, formal feedback from a survey or questionnaire helps to objectify the evaluation process and to provide principals with a more complete picture. Presents a survey for teacher evaluation of reading leaders. Offers suggestions…

Lists suggestions for alternative methods of evaluation that will bring teaching and evaluation methods into close correspondence (as opposed to following creative teaching with a memorization test). Contends methods of evaluation should become part of the learning process, not just measure recall of information given by the teacher. (SKC)

Identifies standards that may be used in evaluating research reviews. (HOD)

Reviews the Nelson-Denny Reading Test (Forms E and F) and finds it an easy to use and valid norm-referenced survey test for determining the level of student reading achievement, assessing individual differences, and deriving group means. (AEA)

Provides steps to follow in evaluating reading instruction that incorporates the systems approach. (RB)

Describes Fry's Readability Graph for determing the variations in difficulty throughout textbooks. (RB)

Concludes that the Estes Scale is an effective instrument for measuring levels of positive attitude toward books and reading. (RB)

Reviews documents in the ERIC system designed to aid secondary teachers in measuring the reading comprehension skills of high school students. (RB)

Presents an approach to evaluation of reading instruction called CIPP (context, input, process, product), including: methods for discovering the needs of each student, getting input from students and colleagues concerning possible action, implementing evaluation in the process of instruction, and then carrying out an evaluation of the final…

Describes a hierarchy intended to interpret and promote students' aesthetic responses to literature. Finds that students in grades 7 through 10, in contrast to younger readers, have moved into reflective thinking and evaluation. (SR)