Teacher implementation of the Accelerated Reader Program is as widespread as it is diverse in terms of classroom and campus application. This manuscript highlights the findings of an informal, pilot study that examined four categories regarding the Accelerated Reader Program. The categories include: (1) assessment; (2) aesthetics and text…

Secondary teachers face significant challenges in their efforts to increase the literacy levels of adolescents. Encouraging teachers to speak out about these challenges and to recommend initiatives that may improve literacy practices for adolescents is vital for future reform efforts. This study examines the questions: "What are the greatest…

Describes a survey of public school administrators designed to determine the extent and depth of their attitudes, knowledge and concepts about reading programs. (MKM)

Presents a checklist of observable reading behavior that can be used to facilitate the organization of and communication about the classroom reading behavior of the child with a reading problem. (HOD)

Provides an instrument (informal inventory) that was developed for teachers to assess their knowledge of children's books. (An answer key and suggestions for maintenance appear at the conclusion of the inventory.) (HOD)

Discusses the developmental and testing of an instrument to evaluate secondary school reading programs. Presents the instrument. (FL)

Describes the rationale for The Informal Reading-Language Test, then presents the test. (FL)

Discusses the Miscue Reading Inventory and offers an alternative system that keeps its strengths and completeness while eliminating most of its weak points. (FL)

Provides a self-rating scale for reading teachers, based on ten characteristics of effective reading teachers. A discussion of each item is given. (MKM)

Presents an observational checklist for determining giftedness, based on ten categories of behavior; suggests a model for identification of dominant cultural and subdominant cultural gifted that emphasizes positive performance criteria. (MKM)

Describes the elements and application of a teacher-made performance-based assessment tool for teachers of beginning readers or nonreaders. A sample performance assessment checklist is included. (HTH)

Reviews a number of factors that should be considered in preparing instruments to evaluate inservice programs. Offers a sample evaluation form. (FL)

Describes (and presents in an appendix) the Multidimensional Reading Instruction Observation Scale, a formative evaluative instrument to evaluate the quality of reading instruction by recording interactions between student and teacher regarding cognitive processes, affective processes, and management skills from three perspectives: teacher…

Provides a brief synopsis of whole-language characteristics that could be germane to analyses of basal programs. Presents an assessment tool designed to assist teachers, administrators, and curriculum adoption teams in evaluating the degree to which commercial basal reader programs adhere to whole-language characteristics. (RS)

Discusses the salience imbalance hypothesis as a description of the nature of metaphorical comprehension. Presents the Salient Characteristic Analysis Technique (SCAT), an instructional technique to assist students in comprehending metaphorical text. Offers a sample lesson. (SR)