Abstract
This paper reports a study that was conducted within a client-based staff development program sponsored by a school in a medium-sized city in the southeastern United States. The study examined the effectiveness of self-assessment in improving the quality of elementary reading instruction. Participants reviewed reports of research underlying a checklist developed for their use in assessing their reading group instruction. They then used the checklist to analyze audio tapes of their own teaching, targeting behaviors they wished to improve. A comparison of pre and post tapes indicated the effectiveness of the procedure in promoting instructional improvements in areas represented on the checklist and in other aspects of instruction. Teachers' subjective reactions to the experience were positive.
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