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)

Results show that the mean number of Occupational Aptitude Patterns (OAP's) generated for a sample of mentally retarded and boarderline intelligence students is significantly greater for the Nonreading Aptitude Test Battery (NATB) than for the General Aptitude Test Battery (GATB). (DEP)

Suggests some important ways in which commercial informal reading inventories (IRI) differ from one another, reviews a representative sample of those currently in use, and includes a chart outlining the variable characteristics of the sample IRIs. (JM)

Investigates a subject's internalized goals and the relationship of the goals to test performance as a function of different learning instructions. Stating specific goals was found to produce the most significant results among subjects. (Author/DEP)

Discusses study which supported the Piagetian theory concerning the cognitive functioning of the concrete operational child. (JM)

Describes a study of three high/intermediate English as a second language students whose reading comprehension abilities were tested both by verbal interaction between teacher and student and by a multiple-choice fill-in-the-blanks test. Results show that there is a difference between what the text says and what the student understands. (SED)

Forty adolescent subjects were administered the Woodcock Reading Mastery Tests. The Passage Comprehension Test for each subject was rescored using three different ceiling criteria. The three scoring methods were found to be equivalent to the scoring method recommended in the Woodcock Manual in terms of internal consistency reliability. (Author/LMO)

Describes the method used at Northern Illinois University to place students in writing classes, which involves formal (i.e., Nelson-Denny Reading Test, Forms C and D) and informal (i.e., a three-part supplemental test comprising word-in-context items, textbook skills test, and speed and accuracy assessment) measures. (DMM)

Discusses David Wyatt's paper, "Computer-Assisted Teaching and testing of reading and Listening," focusing on the interactive computer testing of reading proficiency. Makes suggestions for the shape of an interactive diagnostic reading test and discusses software development and on-site delivery mechanisms of the tests. (SED)

A study evaluated comparatively the Scholastic Reading Inventory (SRI) Interactive Test and Advantage Learning Systems' STAR Reading Computer-Adaptive Standardized Test. Due to the different methods used for collecting and calculating norm-referenced scores in the two tests, scale score measures of reading performance were used for the comparative…

This paper applies specific information item selection using a method developed by T. Davey and M. Fan (2000) to a multiple-choice passage-based reading test that is being developed for computer administration. Data used to calibrate the multidimensional item parameters for the simulation study consisted of item responses from randomly equivalent…

The purpose of this study was to investigate the relative appropriateness of several procedures for estimating reliability and standard errors of measurement of complex reading comprehension tests. Seven generalizability theory models were conceptualized by incorporating one or several factors of items, passages, themes, contents, and types of…

This study attempts to determine whether several types of reading disabilities might be discernible in the Diagnostic Reading Profiles of Learning Disabled (LD) Pupils. A secondary purpose is to evaluate the Stanford Diagnostic Reading Test in relation to the assessment of the reading difficulties of LD students. (Author)

Discusses several examples of extraneous loaded elements that are included in various published phonics and reading comprehension materials and in teacher-made tests. (TO)