The value of reading ability lies in its use rather than its possession; therefore, how students feel about reading may be as important as whether or not they are able to read. Helping children develop positive attitudes toward reading, learning the reading interests of children, and helping children develop positive self-concepts through successful reading experiences should be the major objectives of a reading program. Assessment of these affective qualities is possible and important. Among the assessment instruments available to educators are: the Estes Reading Attitude Scale, Rowell's Scale of Reading Attitude Based on Behavior, Heathington and Alexander's Observation Checklist to Assess Reading Attitudes, Kennedy and Halinski's Attitude Scale, the Wish Test, and the Incomplete Sentences Test. These devices are easy to administer and provide helpful information for educators as they strive to assess and enhance the affective domain. (FL)