To better understand Tennessee's new standardized science assessments, this quantitative study utilized a nonexperimental, descriptive-comparative design to compare the readability of the long-used science TCAP assessment with the newly created science TNReady assessment in grades three, four, and five. As new standards in the state boast higher…

A teacher's ability to read effectively is critical to that individual's ability to teach reading skills. Correspondingly, most state departments of education require that prospective teachers earn a passing score on a standardized reading comprehension test before they can enter university-based teacher education programs or otherwise get a…

The article summarizes the results of the comparative study of Reading comprehension texts used in B2 level tests: Unified (Russia) State Exam in English (EGE) and Cambridge First Certificate in English (FCE). The research conducted was mainly focused on six parameters measured with the Coh-Metrix, a computational tool producing indices of the…

Test validity issues considered by test developers and school districts rarely include individual item readability levels. In this study, items from a major standardized test were examined for individual item readability level and item difficulty. The Homan-Hewitt Readability Formula was applied to items across three grade levels. Results of…

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)

Intended to address the problems associated with functionally illiterate students, this manual provides vocational educators with strategies for incorporating reading skills into specific content area instruction. The exercises stress the skills necessary to assess vocational classroom reading materials, develop content specific vocabulary, and…

Suggests how teachers can make materials more comprehensible for students rather than relying on readability formulas for reading material selection. (AEA)

The reading achievement test scores of 239 low-income, southern, urban black students in grades three through eight were compared with their ability to comprehend the social studies books used in their classrooms. Achievement scores were obtained from the reading subtests of the Stanford Achievement Tests. A cloze passage was developed based on…