摘要：In recent years schools have increasingly been faced with the question of accountability. Parents, as well as the general public, are concerned about the quality of instruction which is currently being provided, often noting the decrease in standardized test scores nationally as a primary indicator of fundamental problems in education. Nowhere has this concern been more evident than in the area of reading instruction. Current reading practices and procedures are frequently cited as being ineffective and unworkable. The slogan "return to the basics" is a rallying cry heard throughout the land. In response to these criticisms, schools have found themselves being placed on the degensive with increased importance being given to various forms of curriculum evaluation.
