Contends that the imposition of competence standards might compensate for the climate of permissiveness that allowed students to graduate from high school without having developed high school level skills in the basics. (DD)

Suggests that competency reading programs should be based on a definition of functional reading that applies reading skills to real-life tasks, that materials should be real and timely, and that activities should center on finding meaning. (MKM)

Points to the importance of teaching job literacy. Outlines a method (which was successfully employed in the military) of analyzing job demands, and then constructing and using effective literacy materials. (ARH)

This article, (presented by the Board of Directors of the International Reading Association) discusses a position statement adopted in April 1979, which states, in part, that no single measure or method of assessment of minimum competencies should ever be the sole criterion for graduation or promotion of a student. (DD)

Discusses the minimum competency movement and suggests standards for constructing and implementing exit competency requirements. (MKM)

Offers arguments opposing the minimal competency testing movement. (MKM)

Argues that minimal competency tests will promote reading literacy. (MKM)

Discusses the role of Canadian teachers' organizations in influencing possible legislation about competency testing. (MKM)

Compares multiple choice testing with free response formats in terms of the cognitive operations each type demands. (HOD)

Concludes that valid reading tests are needed for adults and should be designed differently than tests for academic or school-related reading. (AEA)

Argues that educators and researchers should become more active in making the decisions that affect education, such as minimum competency testing. (FL)

Describes the competency-based approach to reading programs used in Maryland. (MKM)

Reports on a study to determine whether placement in a remedial English class is more effective than placement in a regular English class for enabling students who are beyond the acquisition phase of reading development to pass district minimal competency tests. Data support placement in the regular English class. (NH)

Reports the results of a national survey that assessed the extent of minimum competency testing in reading in 1984 and the nature and extent of remedial programs based upon minimum competency testing in reading. (HOD)

Reviews the Test of Practical Knowledge, a multiple choice test of "functional competency," noting that the test's task requirements are confounded by such factors as intelligence, achievement, social knowledge, and reading ability. (HOD)