This compilation of articles from "The Reading Teacher" contrasts old and new approaches to reading assessment and offers methods that teachers can use in the classroom to build better readers. The articles suggest that in order to effectively assess young readers, one must integrate assessment with instruction, which requires new forms of assessment such as performance-based assessment, miscue analysis, and portfolios. Articles in the book are: "Literacy Assessment Reform: Shifting Beliefs, Principled Possibilities, and Emerging Practices" (Robert J. Tierney); "A Framework for Authentic Literacy Assessment" (Scott G. Paris and others); "Putting It All Together: Solving the Reading Assessment Puzzle" (Roger Farr); "Report Cards and Reading" (Peter Afflerbach); "Teachers' Choices in Classroom Assessment" (Peter Afflerbach, ed.); "Diagnostic Teaching" (Sheila W. Valencia, ed.); "Students' Evaluations Bring Reading and Writing Together" (Jand Hansen); "Anecdotal Records: A Powerful Tool for Ongoing Literacy Assessment" (Lynn K. Rhodes and Sally Nathenson-Mejia); "STAIR: A System for Recording and Using What We Observe and Know about Our Students" (Peter Afflerbach); "Performance Assessments in Reading and Language Arts" (Peter Afflerbach and Barbara Kapinus, eds.); "Equity and Performance-Based Assessment: An Insider's View" (Marsha Taylor DeLain); "A Portfolio Approach to Classroom Reading Assessment: The Whys, Whats, and Hows" (Sheila Valencia); "Initiating Portfolios through Shared Learning: Three Perspectives" (Bette S. Bergeron, Sarah Wermuth, and Rebecca C. Hammar); "Portfolio Assessment for Young Readers" (Scott G. Paris); "Student Portfolios: Building Self-Reflection in a First-Grade Classroom" (Lindy Vizyak); "Revaluing Readers While Readers Revalue Themselves: Retrospective Miscue Analysis" (Yetta M. Goodman); "Using Retrospective Miscue Analysis to Inquire: Learning from Michael" (Prisca Martens); "Miscue Analysis in the Classroom" (Sheila W. Valencia, ed.); "A Test for Assessing Phonemic Awareness in Young Children" (Hallie Kay Yopp); "Further Validation and Enhancement of the Names Test" (Frederick A. Duffelmeyer, Anne E. Kruse, Donna J. Merkley, and Stephen A. Fyfe); "A Questionnaire to Measure Children's Awareness of Strategic Reading Processes" (Maribeth Cassidy Schmitt); "Measuring Attitude toward Reading: A New Tool for Teachers" (Michael C. McKenna and Dennis J. Kear); "Assessing Motivation to Read" (Linda B. Gambrell, Barbara Martin Palmer, Rose Marie Codling, and Susan Anders Mazzoni); and "The Reader Self-Perception Scale (RSPS): A New Tool for Measuring How Children Feel about Themselves as Readers" (William A. Henk and Steven A. Melnick). An appendix contains "High-Stakes Assessments in Reading: Consequences, Concerns, and Common Sense" (James V. Hoffman and others). (RS)