Attempts to determine whether the Raygor graph produces readability estimates compatible with estimates derived from the Fry graph, whether the Raygor graph is less time-consuming, and whether it lends itself to greater computational accuracy. (DD)

Describes the Gates-MacGinitie Reading Tests and evaluates their suitability for testing reading, concluding that they appear to be carefully developed survey tests of general reading achievement. (DD)

Reports on available and forthcoming computer software packages for reading assessment, in the areas of informal reading inventories, comprehensive assessment packages for decoding, an open-ended test generation program, diagnostic simulation, and expert systems. Offers ideas for learning about assessment techniques. (SR)

Offers a selected bibliography which provides, in the author's opinion, a solid foundation for teaching composition. (ARH)

Comments on the strengths and weaknesses of the reading portions of the California Achievement Tests. (JT)

Reviews materials from Multiscore, a criterion-referenced testing service which produces tests tailored to particular schools or districts from its item bank of more than 20,000 multiple-choice items. Discusses technical considerations, use of Multiscore in local school districts, and evaluation and conclusions. (SR)

Reviews the Test of Written Language--2 (TOWL--2). Finds the test's blending of contrived and spontaneous assessment of students' writing to be a plus. Discusses drawbacks of the test. (RS)

Presents a satirical view of the current literature on reading. Suggests that reading therapy inundates the student with theoretical constructs. (ARH)

Identifies the positive uses of cross-national comparative reading (literacy) research. Describes the common problems associated with the interpretation of comparative reading data. (SR)

Reports on a teacher survey designed to (1) determine the extent to which reading instruction is being offered beyond the reading classroom and (2) explain why some programs fail and some succeed. Suggests four steps to follow to develop a successful program. (NH)

Appraises the Kaufman Test of Educational Achievement, an individually administered test of reading, spelling, and mathematics for children in grades 1 through 12. Considers the test well-conceived and carefully constructed, though not sufficiently tested for validity in the field. (SRT)