Comments on the strengths and weaknesses of the reading portions of the California Achievement Tests. (JT)

This boxed set contains a wide-range, comprehensive set of tests for measuring reading achievement and related abilities. The tests are administered individually, and norms are provided from age 4 to age 90. Special college/university norms are also provided. It consists of 10 measures. The scores from different combinations of these tests provide…

A comparison of reading subtests of the Wide Range Achievement Test, Peabody Individual Achievement Test, and Slosson Oral Reading Test showed a high correlation between the WRAT and PIAT. Suggests the WRAT and PIAT measure the same dimension of reading achievement, possibly verbal fluency. (Author/JAC)

This manual for administrators and teachers describes The Reading Tests for New York State Elementary Schools. The tests, utilizing the Degrees of Reading Power methodology, are designed to measure the most difficult prose text a student can read with comprehension, and are administered to all sixth grade students as part of the Pupil Evaluation…

A reading ability test is described in terms of its purpose, its outline, its reliability, and judgments about the relevance of its content. Copies of the two forms of the test and the answer key are appended. A review of some of the literature on literacy indicates the difficulty of reaching consensus in its definition or in the setting of…

Both on-level and out-of-level tests were administered to third and fifth grade children in order to compare the scaled scores of different level tests of the same testing program and to discover whether the relationship between levels might be distorted by ceiling or floor effects. Only reading tests were used in this study. The Stanford…

Concern was expressed for the possible effects of testing Elementary Secondary Education Act (ESEA) Title I students with norm-referenced tests that may be so difficult that many students will have scores in the chance range. The likelihood of such students obtaining equal scaled scores if they were tested with easier out-of-level tests was…

Schemes for assessing reading achievement with specific tests have been in use since early in this century. The two driving forces behind the testing movement--scientific objectivity and compulsory education--blossomed in the 1920s and 1930s and continued substantially unchanged through most of the 1960s. In the early 1970s, the idea of mastery…

Fourth, seventh, and ninth grade students in Elementary Secondary Education Act (ESEA) Title I programs were tested with the reading comprehension subtests of the Comprehensive Tests of Basic Skills, at each of two levels: on-level for each respective grade, and an easier out-of-level form. Approximately half of these students were found to be…