The purpose of this article was to offer guidance to educators in evaluating the strengths, weaknesses, and most effective uses of commercial reading assessment suites. We provide three resources to help educators who are responsible for making instructional decisions in reading using formal screening, benchmark, interim, and progress-monitoring…

The secondary level of a Response to Intervention system, sometimes referred to as Tier II intervention, targets students who experience inadequate response to good classroom instruction for 10-15 weeks of validated small-group instruction. The twin purposes of secondary prevention are to (a) prevent the development of long-term reading difficulty…

Discusses different types of reading program evaluation. (FL)

Provides an observation checklist that enables school administrators to discuss with teachers specific aspects of successful remedial reading instruction. (Author/FL)

Describes the preresearch activities in Project I, part of the Phase One projects in the Targeted Research and Development Program in Reading (TRDPR) sponsored by the U.S. Office of Education. (MB)

Presents guidelines for teachers who would like to set up a reading center but are unclear about where to start. (RB)

Presents a descriptive review of six criterion-referenced reading programs now on the market and suggests a format for evaluating other programs. (RB)

The Word Writing CAFE is a new assessment tool designed for teachers to evaluate objectively students' word-writing ability for fluency, accuracy, and complexity. It is designed to be given to the whole class at one time. This article describes the development of the CAFE and provides directions for administering and scoring it. The author also…

Describes ways to evaluate and enhance students' self-esteem through the reading program. (RB)

Describes an English teacher educator's changing views on assessment. Discusses four recent books that offer assessment strategies teachers can use to improve their instructional practice, to increase their own learning, and to enhance their programs. (RS)

Describes a model that can be used to integrate computers into the language arts curriculum. (FL)

Shows that a score obtained on a retest using the reading reinforced technique gives a useful measure of reading capacity and apparently provides a successful method of screening students for reading programs. Tables, graphs, and bibliography. ( RW)

Building on the work of an earlier article ["The Word Writing CAFE: Assessing Student Writing for Complexity, Accuracy, and Fluency," Dorothy J. Leal, "Reading Teacher," 59 (4) Dec 2005 (EJ738016)], these authors investigated the use of a simple assessment tool with a different audience to yield similar useful results. (Contains 3 figures and 4…