A deep, developmental construct and definition of fluency, in which fluency and reading comprehension have a reciprocal relationship, is explicated and contrasted with superficial approaches to that construct. The historical development of fluency is outlined, along with conclusions of the U.S. National Reading Panel, to explore why fluency has…

When cloze and maze scores are compared with teacher judgment in establishing the independent, instructional, and fustration levels of students, both techniques tend to overestimate a child's ability. (HOD)

Argues that IQ scores can be useful in reading diagnosis, but teachers need to be familiar with the test in order to use it as a tool. (RB)

Discusses the concept of "emergent literacy," contrasting this term with the concept of reading readiness. Proposes that a program of kindergarten instruction related to literacy should provide opportunities for children to interact successfully with print. (MM)

Reviews information about three major dimensions along which phonics measures vary: (1) group v individual administration, (2) production response (say or write) v recognition response, and (3) the stimuli or materials used to evaluate phonics. (HOD)

Describes several approaches for teaching vocabulary words as concepts, including semantic mapping, semantic feature analysis, and the Freyer Model, a seven step model of concept development. (MM)

Refutes the notion that remedial readers are unable to use context clues, arguing that poor readers simply have difficulty with automatic word identification. Suggests three approaches to heighten students' sensitivity to the use of context clues. (MM)

Discusses the advantages and disadvantages of using oral or silent reading rates to evaluate reading ability. Argues that although there are potential problems with measuring reading rates, it can be a useful way of documenting students' progress. (MM)

Discusses reasons why teaching difficult vocabulary in a selection may not improve comprehension. Emphasizes the importance of teaching vocabulary that represents ideas or concepts central to the reading selection. (MM)

Discusses factors which lead to the overuse of and overreliance on standardized tests in the United States. (MM)

Examines the terms "phonemic segmentation" and "phonemic awareness," noting that these areas go beyond older notions of readiness and auditory discrimination. Claims that research in phonemic awareness has important instructional implications. (MM)

Reflects on some of the issues that have been raised in this column over the past six years, including readability formulae, reading assessment, and the use of basal readers. (MM)

Discusses changes needed in the assessment of reading. (MM)