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…

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)

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)

Discusses curtailing the misuse and misinterpretation of standardized tests, and suggests ways to improve existing tests while reviewing the Test of Early Reading Ability-2, Tests of Reading Comprehension, and Effective Reading Tests. (MG)

Discusses changes needed in the assessment of reading. (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)

Describes four inventories in summary form to allow the reader to identify the ones that might best suit the assessment purposes and needs. (MG)

Interviews Dr. Barbara Kapinus who will serve as Project Coordinator for the 1992 National Assessment of Educational Progress (NAEP) Reading Consensus Development Project. (MG)

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)

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

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)