Suggests that teacher observations form a valid and integral part of student assessment and that, in addition to standardized tests and informal tests, this "inner-ocular technique" is an important means for assessing the effectiveness of reading instruction. (MKM)

Considers two ways of looking at reading which can influence the manner in which teachers plan and implement instruction and briefly reviews the literature on these approaches. (RB)

Explains how to compile vocabulary lists from a representative sample of technical vocabulary in a particular content area, and how to use the lists to assess student vocabulary needs. (GW)

Gives examples of what advanced education students remember about four facets of their own reading instruction--concepts of the construct "reading," early instructional techniques, development of their interest in reading, and qualities they liked and disliked in their teachers. (JM)

Concludes that students' vocabulary scores improved significantly and their comprehension scores declined significantly over a three-month summer vacation period. (FL)

Concludes that, as it is commonly practiced today, round robin oral reading is merely a vehicle for assessing accuracy in calling words. Argues that such a purpose can be achieved better on a one-to-one basis between teacher and student. (FL)

Reports on a study that was designed to generate insights into the effects of traditional and competency-based reading teacher education so that the relationships between the two might be better understood. (FL)

Extends earlier studies that surveyed educators about their use of and reaction to classroom literacy portfolios. Finds that a growing number of professionals are actually using portfolios. Finds also that educators agree that portfolios should be used for assessment purposes in the language arts and to help place individual students in special…