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Test Review: Comprehensive Tests of Basic Skills (CTBS, Form U, Level A-J).
Peer reviewed Peer reviewed
Schell, Leo M. – Journal of Reading, 1984
Reports an overall positive response to the tests reviewed, with caveats regarding test reliability and validity. (AEA)
Descriptors: Basic Skills, Elementary Secondary Education, Reading Tests, Scores
Test Review--Detroit Tests of Learning Aptitude 2.
Peer reviewed Peer reviewed
Putnam, Lillian R. – Journal of Reading, 1986
Criticizes the Detroit Tests of Learning Aptitude 2 (DLTA-2): (1) scoring criteria for the Story Construction Test are questionable; (2) the Word Fragment Test may not be practically significant; (3) the Picture Book is inconvenient to use without an index or table of contents. One major strength is the provision for combining subtest scores. (SRT)
Descriptors: Aptitude Tests, Intelligence Tests, Learning Processes, Scores
A Second Generation Readability Formula for Vietnamese.
Peer reviewed Peer reviewed
Nguyen, Liem T.; Henkin, Alan B. – Journal of Reading, 1985
Describes a revised readability formula for Vietnamese that differentiates between Vietnamese and Sino-Vietnamese compound words and discusses its validity and reliability. (HOD)
Descriptors: Elementary Secondary Education, Higher Education, Readability Formulas, Reading Research
Test Review. Reading/Everyday Activities in Life (R/EAL).
Peer reviewed Peer reviewed
Bates, Gary W. – Journal of Reading, 1987
Questions the validity and reliability of the Reading/Everyday Activities in Life (R/EAL) test, which is intended as a self-administered, self-directed, and self-paced test of basic literacy for minority populations and others traditionally singled out by the bias of standardized reading achievement tests. (SRT)
Descriptors: Adult Education, Adult Literacy, English (Second Language), Minority Groups