Discusses practical strategies reading teachers may employ in dealing with state-mandated minimal reading requirements. Includes cautions and suggestions for dealing with test limitations. (TJ)

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)

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

Argues that content area teachers should assume the major responsibility for preparing students in the areas commonly assessed in minimum competency tests. Sets forth four problems in convincing content area teachers to assume this role and offers techniques for persuading them to do so. (FL)

Suggests ways English teachers can prepare their students to take college entrance exams and state-mandated minimum competency tests. (DD)

Lists 15 criteria for evaluating the procedures to be used in the assessment of student listening and speaking skills. Prefaces the list with statements concerning predictability and the relationships among the language arts. (RL)

Discusses seven guidelines for programs to teach functional reading skills and meet minimum competency standards. (AEA)

A problem raised by teacher use of basic skills checklists is the possibility of focusing on listed skills to the exclusion of others, including necessary prerequisite skills. (JMF)

Describes the work of the Speech Communication Association Task Force on Minimal Speaking and Listening Competencies for High School Graduates and provides recommended minimal speaking and listening competencies and implications for further curriculum development and research. (JMF)