ABSTRACT
In order to obtain feedback about any new idea that we bring to our teaching we must engage in some kind of evaluation which usually involves measurement of some sort. The longer a project lasts, the more likely it is that some change will take place in reading skill and that this will be measurable but, unfortunately, for teachers there are many time constraints. Most classroom teachers are not interested, indeed have not the time, to carry out research for the sake of it and are chiefly interested in outcomes with regard to the solution of their immediate problems. The earliest reading tests produced by psychologists like Burt, Ballard and Schonell were, in fact, word recognition tests. The Standard Reading Tests devised by Daniels and Diack provide another means of obtaining reading ages and have been used in some studies.
