Introduces a technique for comprehension assessment that allows teachers who have had only a moderate amount of training to develop tests that are valid, reliable, and interpretable. Notes that the procedure can be based on any text without an extended tryout and revision process. (FL)

Uses a scale to analyze three tests used for assessing community college students' reading levels: The Stanford Diagnostic Reading Test (SDRT), the Nelson-Denny Reading Test (NDRT), and the Iowa Silent Reading Tests (ISRT). Judges the ISRT to be the best and the NDRT to be unacceptable according to the criteria of the scale. (FL)

Suggests that teaching students how to think critically and to transfer this skill to reading can increase students' comprehension and standardized reading test scores. (AEA)

Notes that while a number of viewpoints about adult literacy assessment exist, no one perspective dominates the field. Argues that both standardized tests and competency-based assessment poorly serve the adult learner. Argues that assessment of the adult learner can be conducted on an informal, nonthreatening basis. (RS)

Suggests how teachers can make materials more comprehensible for students rather than relying on readability formulas for reading material selection. (AEA)

Documents the changes that occurred in one junior high school reading class as students prepared for a state-mandated test. Shows that discrepancies between the authentic instruction the students were used to and the rigid demands of the reading test were a shock to all involved. Maintains that authentic reading instruction deserves authentic…