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Drawing on the work of eleven experienced educational psychologists, this book presents a variety of approaches to prevention, identification and intervention and makes practical recommendations for future progress.

This is the first of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions and evidence is drawn from over 18 countries and, despite the national differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children's early reading development; the second is the consideration of the ways in which children's reading can be encouraged; and finally issues of assessment in the context of accountability are addressed. This volume deals with the first of these concerns.

The second edition of this British publication provides details of recent developments in the assessment of reading attainments and the analysis of reading processes. The book begins with a description of various types of reading tests and assessment techniques with consideration given to the purposes for which normative, criterion-referenced, and informal approaches are appropriate. A strategy for selecting instruments is outlined. A chapter is devoted to the Informal Reading Inventory and to oral miscue analysis. The major portion of the book consists of information and comment on 199 instruments and batteries of tests available to teachers for the assessment of their pupils' progress and for the identification, diagnosis, and analysis of reading difficulties. Over 125 new entries are described in this revision, and the country of origin of each test is stated. For the test descriptions and comment retained from the earlier edition, information has been updated and extended. The book concludes with details of other sources of reading test information plus an annotated bibliography of recent publications on the identification and alleviation of reading difficulties. (MS)