Suggests educationists Develop a more critical attitude toward surveys on reading. (RB)

By comparing comprehension and inference, the reading process was presented in two distinct phases: the comprehension of the literal sense of what is read; and the inference of deeper meanings not explicitly stated. (BT)

An evaluation of a test developed by Richard W. Woodcock in 1973 to measure the reading mastery of students in kindergarten through grade 12. (DD)

Reports on an examination of three types of cloze tests developed from a fiction and a nonfiction passage to see if such tests showed promise for use in a pre/posttesting paradigm for investigating the acquisition of information from texts by reading. (Author/HOD)

An analysis of children's response patterns to Test 7B of the Standard Reading Tests, designed to test knowledge of consonantal blends at beginnings of words, suggests that the response patterns reflect spoken or written vocabulary rather than knowledge of phonic elements. (GT)

Items designed to measure the ability to derive the meanings of words from context were drawn from seven published reading tests. The items were administered to high school students without the context. Only one published test had vocabulary-in-context items that were consistently context-dependent. (Author)

Interviews Dr. Barbara Kapinus who will serve as Project Coordinator for the 1992 National Assessment of Educational Progress (NAEP) Reading Consensus Development Project. (MG)

Describes the Lexile Framework(R), which enables teachers to develop personalized instruction based on Lexile measures of reading ability and Lexiled reading lists. The Lexile Framework is based on the entire book, with individual reading ability measured by tests that measure on the same scale on which the books are measured. As an open standard,…

This article reports on a retooled Sustained Silent Reading (SSR) block in an intermediate classroom designed to meet the needs of all students. The authors discuss the benefits and obstacles to SSR and include the framework and classroom management tips that aided their successful implementation of an independent reading block. Students engaged…

Reading in a foreign or second language is often a laborious process, often caused by underdeveloped word recognition skills, among other things, of second and foreign language readers. Developing fluency in L2/FL reading has become an important pedagogical issue in L2 settings and one major component of reading fluency is fast and accurate word…

When conducting psychological evaluations, clinicians typically assume that individuals being evaluated are putting forth maximal effort and are not exaggerating or magnifying symptom complaints. Recent research, however, suggests that students undergoing post-secondary-level assessments to document learning difficulties may not always put forth…

On national and international assessments, students attending French-language schools in Ontario usually perform worse than students attending English-language schools. Interpreting these results is challenging because the French- and English-language schools differ both in prescribed curriculum and in how the curriculum is taught. In addition,…

Despite widespread efforts to prevent reading problems and an abundance of research about best practices in remediating reading skills deficits, reading continues to be exceptionally difficult for many students. Researchers have become interested in investigating the degree to which affective factors such as reading attitude relates to reading…