This review of the history of the measurement of reading comprehension follows the development of formal and informal reading comprehension tests dating from 1913 to the present. Upon reviewing the aspects, procedures, and criteria of these tests, the author noted that most of these tests resembled group verbal intelligence tests. Makeup of the…

This book is intended primarily for classroom teachers and other personnel who work directly with teachers in selecting reading readiness tests or achievement tests. The first chapter lists and briefly explains the criteria used by the authors in reviewing the tests included. These criteria are concerned with norms, standardization, objectivity,…

When creating the instructional program Writing in Response to Reading, teachers in River Forest, Illinois, focused on three types of writing (retelling, extending, and critiquing). To evaluate students, they devised "prompts" (unfinished stories) requiring students to construct an ending to demonstrate their understanding and use of…

Comparison between school districts in adoption and nonadoption states in terms of particular textbook adoption practices and particular reading textbooks selected indicated that, with the exception of cost, there are not significant differences in reading textbook adoption in the school districts. (Author/CB)

This guide is an evaluation that can help one answer relevant questions about improving a reading or language arts program such as: Are there changes that need to be made? Is a stronger commitment needed to strengths identified in the program? and Are specific resources needed to make it more successful? The manual points out that if an improved…

To serve the function of assessment, the language arts portfolio should be a record of a student's literacy development--a kind of window on the skills and strategies the student uses in reading and writing. Portfolio collections can form the foundation for teacher-student conferences, a vital component of portfolio assessment. The use of…

Argues that only through understanding and improving the textbook adoption process can those interested in improving education influence the quality of textbooks printed and used. Presents some observations about the adoption process, makes recommendations for research, and suggests actions to take while waiting for research findings to come in.…

Describes reading-textbook evaluation and selection processes and argues that improved basal readers are likely to be developed if textbook adoption procedures improve. States that basal reader evaluation criteria and procedures should be developed and applied by those professionals most directly responsible for the teaching of reading. (Author/NH)