Reviews the fifth edition of the Classroom Reading Inventory (CRI), which contains four forms of the inventory and two graded spelling surveys. Concludes that although there are problems in the fifth edition, there is much that is good, especially the helpful hints section for the novice examiner. (SKC)

Effects that item order and basal and ceiling rules have on test means, variances, and internal consistency estimates for the Peabody Individual Achievement Test mathematics and reading recognition subtests were examined. Items on the math and reading recognition subtests were significantly easier or harder than test placements indicated. (Author)

This study extended the exploration of the development of word identification speed to younger skilled and less skilled readers. It focused on the attainment of unitized speeds to determine when the final phase in reading development (the speed of processing) is reached for familiar words during the early years. (Author/PN)

The study involving 30 educable mentally retarded children (8 to 12 years old) was designed to analyze the effect of the presence of others on three psychomotor measures from the American Alliance for Health, Physical Education, and Recreation Special Fitness Test. (SB)

Examines relationships between two measures of general ability (Wechsler Intelligence Scale for Children-Revised and Educational Ability Series) and three measures of academic achievement (teacher grades, Wide Range Achievement Test, and Science Research Associates Achievement Series) in 160 elementary school children. Indicated comparability of…

Compares the performance of learning disabled students on the WISC-R and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery. This study finds that learning disabled subjects performed more poorly on the Tests of Cognitive Abilities than on the WISC-R. (Author)

Scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wide Range Achievement Test (WRAT) from 250 children were factor analyzed. Results offered support for interpreting WISC-R scores in terms of verbal and performance scales and for interpreting WRAT scores as a separate achievement factor. (Author/HLM)

Describes the Reading Comprehension Interview, an individual interview procedure for gathering information about students' perceptions of classroom reading activities. Explains how it can help teachers gain insights into students' actual reading strategies. Contains a copy of the interview. (FL)

Concludes that the Spanish Oral Reading Test can be a useful tool for teachers who need to estimate the reading levels of immigrant children. (FL)

The effects of examiner unfamiliarity on the test performance of language handicapped and nonhandicapped preschoolers and school-age children are explored. Results indicate that examiner unfamiliarity selectively depresses handicapped children's test performance, constituting a systemic source of error and threatening the validity of handicapped…

Practical considerations associated with local norms development are discussed. A local norming project administering the Peabody Picture Vocabulary Test-Revised to 398 elementary Mexican--American children is presented in detail. The utility of local norms and their interpretation is discussed in the context of this local project. (Author/BW)

A model for assessing the developmental skills of handicapped children is presented, for school psychologists. Stressing the relationship between assessment, intervention, and program evaluation, it is consistent with Public Law 94-142. Three assessment methods are recommended: parent interview, observation, and adaptive use of standardized tests.…

This study compared the causal attribution by sex for academic failures of 38 learning disabled and 38 nondisabled elementary school students. The relationship between different attributional tendencies and a reading persistence task were also examined. (BS)

Discrepancies between the K-ABC and its theoretical base of simultaneous and sequential mental processing; technical and design problems related to disproportionate subtest contributions of the Simultaneous Scale to the Mental Processing Composite; the method of subtest-specific variance computation and use in interpretation; and utility with…

To help give elementary school physical education students a greater appreciation of their own progress and to increase their motivation to achieve, a club-oriented incentive program was established. Students were tested in skills taught at each grade level and those meeting the requirements were awarded club membership certificates. (PP)