Provides an overview of the development of a new Writing Attitude Survey, for use with groups or individuals, to learn about grade 1-12 students' attitudes toward writing. Offers directions for using the survey, suggestions for application in classrooms and research studies, and a reproducible copy of the survey with a scoring sheet. (SR)

Addresses the role of affect in writing by describing the psychological construct of writer self-efficacy. Presents the Writer Self-Perception Scale that teachers may use to assess classroom writing climates and children's perceptions of themselves as writers. Describes the instrument, its administration and scoring, assessment and instructional…

Describes the Motivation to Read Profile (MRP), which assesses children's self-concepts as readers and the value they see in reading. Discusses its development and offers suggestions for its use with elementary students. Includes the MRP. (SR)

Reviews literature on different aspects of reading readiness, then presents a reading readiness material analysis inventory constructed according to the findings of the review. Explains how the instrument can be used by educators to compare readiness program materials. (FL)

Reviews the criterion referenced test VICTA and concludes that it should be used with caution because of, among other things, the limited sample of questions per critical thinking skill, and the lack of a well integrated instructional program based on the test. (JC)

Describes the Group Comprehension Matrix and the Individual Comprehension Matrix, assessment instruments that teachers can use to help them make student placement decisions. (FL)

Describes and presents an inventory for estimating primary grade students' ability to read mathematical vocabulary and their understanding of math concepts. (FL)

Presents a rationale for using the Conceptual Framework of Reading Interview and three kinds of information processing models. Offers a copy of the framework. (FL)

Concludes that professionals assessing early language development must elaborate batteries specific to their programs and that tests will help give a comprehensive assessment. The TELD, when used with formal and informal measures of language development, provides useful information for classroom teachers and reading specialists. (NKA)

Examines the Test of Language Development-Primary (TOLD-P), an individual test of English language proficiency which has four principal uses: to identify problems in language proficiency: to determine strengths and weaknesses in language skills: to document progress provided by programs; and to serve as a device for research.(NH)

Examines the Decoding Skills Test (DST), a criterion referenced, diagnostic instrument designed to identify deficiencies in word decoding. (JC)

Provides an observation checklist that enables school administrators to discuss with teachers specific aspects of successful remedial reading instruction. (Author/FL)

Describes the development and uses of an instrument for measuring how children feel about themselves as readers, that is, their sense of self-efficacy as readers. Appends the scale, directions for administration and scoring, a scoring sheet, and a description of validation measures. (SR)

Describes a revision of the Names Test, an easy-to-administer phonics assessment. Describes what was done to increase the test's category reliability, to further examine the test's validity, and to enhance its usability. (SR)

Provides three interdependent principles which invite parents to take an active role in assessing their child's individual literacy growth. Shares six ideas for teachers who want parents to become active partners in the assessment process. (MG)