Describes a procedure for rescaling objective measures of comprehension so that they reflect amounts of accuracy of comprehension on an absolute scale. Suggests there is adequate empirical evidence supporting the validity of the rauding rescaling procedure. (RS)

The reading storage test and the paraphrase test were compared to determine the extent to which each test was sensitive to the comprehension of prose passages as opposed to word memorization. (HOD)

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

Discusses a reading test using chunked" items -- groups of meaningfully related words in which certain groups are changed in meaning from the original passage. (Author)

Argues that the original Degrees of Reading Power (DRP) test scores indicated large mismatches between the average difficulty of the textbooks used in each grade and the average ability of students in that grade. Presents a rescaling procedure to provide new, valid DRP test scores and grade equivalent scores for selecting instructional materials.…

Rescales DRP-Difficulty (Degrees of Reading Power) into grade equivalent (GE) units using the estimated difficulty level values obtained from the Rauding Scale. Finds the revised scale is accurate to within one graded level for lower grade materials and to within two grade levels for upper grade materials. (MM)

Concludes that individuals can read unfamiliar but relatively easy material at high rates with high accuracy of comprehension, but they do not provide strong support for rauding theory. (FL)

Argues that the Coleman results make a great deal more sense when the test score results are interpreted as reflecting aptitude instead of achievement. (Author/ROF)

Four conceptually different variables in reading: (1) knowledge gained (new information), (2) amount comprehended (degree of understanding), (3) reading aptitude (differences between individuals), and (4) reading improvement (within individual changes as a result of treatment) are discussed. Existing measures of reading comprehension are evaluated…

Argues that the Degrees of Reading Power test is not a valid tool for its main purpose, matching students to appropriate texts, because the test's units of text difficulty are not uniformly comparable to the test's units used to reflect a reader's ability. (HOD)

Two studies analyze and evaluate the use of the chunk," a small group of meaningfully related words within a sentence, as a test item in reading and listening tests. (PR)

Investigates factors measured by several tests of reading comprehension. Four different factor analyses consistently resulted in Efficiency Level factor when there was one factor; when there were two factors, one was interpreted as Accuracy Level and the other as Rate Level factor. Finds that the most important factor involved is Efficiency Level,…

Three studies investigated the effectiveness of the Computer Assisted Reading Diagnosis, a diagnostic system based on "rauding" theory (a collection of theories, constructs, and equations developed to describe, explain, predict and control the ability to comprehend relatively easy sentences) and a causal model of reading achievement.…