Closely examined the effects of word length cues on cloze scores. (HOD)

Reports on an examination of three types of cloze tests developed from a fiction and a nonfiction passage to see if such tests showed promise for use in a pre/posttesting paradigm for investigating the acquisition of information from texts by reading. (Author/HOD)

Describes the progress in the development of a modified cloze technique, termed cumulative cloze, which offers greater potential than the traditional cloze task for studying the effects of contextual build-up over units of discourse larger than the sentence. (HOD)

To determine whether the writing of certain transformations can predict comprehension of prose written in them, subjects were asked to read three major prose forms, each written in three transformed versions, and to respond to each immediately on cloze tests. (HOD)

Evaluates the merits of item transformations and the cloze procedure in terms of (1) the extent to which literal comprehension skills are validly measured; (2) the extent to which the issue of passage dependency is addressed; and (3) utility for educational practitioners. (HOD)

Concludes that the Reading-Storage Test is a valid indicator of the primary effects of reading when compared to various cloze techniques. (RB)

Previous research indicates that children comprehend more of high- than low-interest material when given both types of material. In this study fifth grade children each received either high-interest or low-interest cloze passages but not both. Results indicated that the interest effect is not dependent on a contrast phenomenon. (HOD)

Reports on a study that provides evidence of the validity of the cloze test as a measure of reading comprehension and its subskills as measured by a conventional standardized reading achievement test. (HOD)

Summarizes the results of a series of factor analyses of a new test of literal comprehension using a multiple-choice cloze format. (JM)

Analyzes alternative cloze forms derived from selected deletion strategies, scoring procedures, and blank conditions for respective effects on the cloze test performance of college-level readers. (HOD)

Examines whether (1) the organization of the sentences of a passage (regular order as written or scrambled order) affects a reader's comprehension of the passage, and whether (2) sentences read in isolation (one single sentence) are comprehended as well as sentences read in the full context of a cohesive passage. (HOD)

Concludes that cloze tests as measure of comprehension includes a large component of variance specific to cloze technique and ability to comprehend speeded speech involves ability to be field independent. (MM)

Seven passages of a published reading comprehension test were administered to college students to compare the regular multiple choice test scores with scores on two forms of a cloze test and with readability formula values. (HOD)

Using logical evidence and data obtained from two studies, the authors compared and contrasted the limited-cloze with the regular cloze on five criteria: validity, reliability, objectivity, practicality, and interpretability. (HOD)