According to this study using both physiological and word recognition error criteria to ascertain students' reading frustration level, repetitions should be counted as errors to obtain authentic reading level scores on informal reading inventories. (TO)

Supports the practice of requiring two readings of developmental reading lessons when using the Informal Reading Inventory to determine reading ability. (RB)

Reviews the literature and describes some of the confusion where reading levels overlap in informal reading inventories. (RB)

Reports on a survey which indicates that classroom teachers rarely use the Informal Reading Inventory--a diagnostic and placement instrument for reading comprehension long recommended by teacher trainers. Suggests that teacher trainers focus on other more efficient means of obtaining reading diagnosis. (ARH)

Confirms previous findings that the word recognition criterion for instructional reading level should be set at about 95 percent for students reading at grade levels one through six. (FL)

Discusses characteristics reading passages must have if they are to be used for main idea assessment. Analyzes each grade one to grade six passage on the Analytical Reading Inventory, Basic Reading Inventory, and Informal Reading Inventory, assessing suitability for use in main idea assessment. Finds many passages are unsuitable. (MM)

Criticizes a study of the reliability and validity of curriculum-based reading inventories by L. S. Fuchs, D. Fuchs, and S. L. Deno and raises questions regarding the study's internal and external validity. (AEA)

Reports findings of a study that compared the scores on the Woodcock Reading Mastery Tests with information from an informal reading inventory, from the Spache Diagnostic Reading Scales, and from the Slosson Oral Reading Test. (FL)

This study indicated that a reader should be allowed to reread or reinspect the passage before answering comprehension questions, suggesting that testing children with informal reading inventories seems to be more a test of memory than of reading comprehension. (HOD)

Investigates the importance of using student interviews in the development of Chapter 1 diagnostic reading profiles. Finds that the type of information most often recorded in the existing reading profiles was from standardized measures. Finds that teachers and students were able to state unique and pertinent information. (RS)

A study was conducted to determine the effect of using a space test (marking word boundaries, a task involving setting aside words from the context of a sentence) as a measure of reading ability. Subjects in the study were 138 fourth, fifth, and sixth grade students. The students were randomly divided into two groups so that one group completed…

This study was designed to investigate further the validity of using a space test (marking word boundaries, a task involving setting aside words from the context of a sentence) as a measure of reading comprehension. Specifically, the purposes of this investigation were to compare student performance on a space test to their performance on a cloze…

Two studies were conducted to investigate the use of a technique for providing a grade-level interpretation for cloze readability scores. In the first study, Bormuth's cloze-test criteria were compared with the results of the Fry and Dale-Chall readability formulae. A total of 133 students in grades 4 to 8 were required to read a 250-word passage…