The papers in this volume deal with a range of assessment problems in reading. The first paper, by Karlin, introduces the general problem of using assessment procedures to guide teaching. The next six papers deal with various aspects of this general problem. Otto discusses the distinction between norm-referenced, standardized achievement tests and criterion-referenced measures. Johnson shows how the teacher can prepare his own criterion-referenced evaluation procedures to fit specific objectives in word attack skills. Berg's paper documents the difficulty in evaluating specific components of reading ability. MacGinitie points out that the nature of what is tested in reading changes from the lower to the higher grades. Carver critically analyzes the relationship between reasoning and reading. Thorndike discusses some of the problems of test interpretation. The next two papers deal with the instructional setting and the instructional materials. Brittain provides a checklist of points to consider when evaluating classroom organization. A paper by Botel, Dawkins, and Granowsky offers a way of analyzing the structures of sentences to estimate their complexity. The last two papers, Mork's and Jason and Dubnow's, consider the relationship between the reading ability of the child, the material he reads, and his assessment of his reading ability. (WR)