This report describes an individualized literacy intervention program that was developed for a fifth grade boy who struggled with reading. Based upon informal assessment and evaluation procedures, the following literacy strategies were taught within a one-to-one instructional setting: Repeated Readings, Personal Vocabulary Journal, Phonemic…

A great reading conference only takes five minutes, but its impact can last a lifetime. That is because conferences are the critical, one-to-one teaching that forms the backbone of reading instruction. This book shows teachers how to confer well and demonstrates why a few moments with students every week can put them on the path to becoming…

Proposes that decisions about the type, frequency, and content of assessment are of key importance in long-range planning, short-range planning, and daily classroom instruction. (MKR)

Describes four inventories in summary form to allow the reader to identify the ones that might best suit the assessment purposes and needs. (MG)

A checklist of 26 behaviors is offered to help elementary level teachers determine where students are experiencing organizing or sequencing difficulties. Eight remediation suggestions for promoting organized behavior in learning disabled students are offered. (CL)

Establishes a relationship between the performance of children in Guatemala and in the United States on psychological tests and adults' informal judgments of their intelligence. (KS)

Describes a tool for determining a student's level of language development through oral responses; indicates a positive correlation between achievement test scores and oral language production. (MAI)

Argues that show-and-tell is an important school learning activity that gives students an opportunity to practice and improve their oral language abilities. Offers a technique for the informal assessment of show-and-tell activities. (FL)

Reflects on the discrepancies that exist between the standardized assessment of a fifth grade student and the author's own experiences with the student's language development. Shows how the student's performance in class refuted the results of a clinical evaluation. (MM)

Based on questions asked by teachers in classes, workshops, and conference sessions, this paper provides brief answers to eight of the most frequently asked questions about portfolio assessment. The questions answered in the paper are: (1) What is a portfolio?; (2) What should be put in the portfolio?; (3) How much should be put in the portfolio?;…

A study of 57 certified teachers was undertaken in order to determine the individual teacher's ability to correctly judge oral reading performance. (PHR)

For special education teachers dealing with slow learners or learning disabled students, the paper describes teacher-made diagnostic tasks and settings for addition, subtraction, multiplication and division. Remediation techniques and strategies for common error patterns and misunderstandings are discussed for each of the major parts of the…

The author provides suggestions for teachers to assess mentally handicapped deaf-blind children with observational techniques. (IM)

The psychoeducational processes school diagnosticians use in decisions about students were studied. Bogus referral problem information for one of 16 "cases" was provided: assessment data indicated average performance. Fifty-two percent of the subjects recommended special education for the average child; these decisions were a function of referral…

Tells how children's performances on informal spelling and writing tasks can be analyzed to develop appropriate instructional activities. Argues that the real utility of assessment procedures comes from the qualitative interpretation that a sensitive diagnostician makes, based on a knowledge of the student and of the process of reading. (AEA)