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In their recent study of reading assessment, Farr and Carey (1986) observe that over the past several years "testing programs ... have exploded on the educational scene" (p. 6). Those familiar with reading instruction and the assessment of children's reading development must agree. Testing programs at the district, state, and national levels have proliferated recently as more and more pressure is brought to bear on teachers to demonstrate in some quantifiable fashion their success (or lack of it) in teaching children to read.

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