Examines eight years of reading test scores of entering college freshmen and analyzes the data, taking into consideration relevant contributing factors and testing trends. (HOD)

Argues that colleges can use Verbal SAT scores to place freshmen in reading courses when comprehension measures are not available. (HOD)

Compares twelfth-grade students' performance on the Scholastic Aptitude Test (SAT) with their performance on the Metropolitan Achievement Test 1: Reading Survey or the Degrees of Reading Power Test, concluding that the findings challenge the notion that low SAT scores indicate a lack of basic reading skills. (HOD)