Encourages placing primary emphasis on reading as a process of deriving meaning in remedial reading programs and discusses the changes necessary to accomplish this approach. (TO)

Describes the process of diagnostic teaching (which integrates assessment and instruction) in terms of three related tasks: planning, executing, and evaluating. Discusses the advantages of diagnostic teaching. (MG)

Concludes that there are numerous problems with the test studied. Argues that the abilities it assesses and their relationship to reading and reading instruction are not sufficiently understood to warrant the test's use. (FL)

Introduces computer-generated voice prints as a supplement and complement to the current methods of oral reading analysis. Describes voice prints as actual pictures of the child's reading which reveal the pacing, amplitude, duration of utterances, and pauses between or within words. (MG)

Reconceptualizes the diagnosis of reading problems, suggesting that a focus on process, prior experience, and observation during assessment will permit a more valid evaluation of readers' abilities. (FL)