In addition to using chunked items, the Carver-Darby Chunked Reading Test differs from the traditional reading test in the way it was developed and the manner in which the test scores are interpreted. The criterion for developing and revising test items was based on the inability of the readers to answer test items correctly before reading the…

A system designed to provide a framework for the individualization of reading instruction is discussed. The heart of the system is a mastery checklist of reading skills for each child which provides teachers with a means for discovering the specific skill needs of their students. Initially, the system depended upon individual assessment exercises…

A total of 339 pupils from 99 first-grade classes were tested over a 2-year period to determine whether they could pronounce words presented singly, out of context, equally well when they were printed with all capital letters, first letter only capitalized, or all lower case orthography. The Isolated Word Recognition test of the Standard Reading…

This paper acquaints the classroom teacher and researcher with the cloze procedure as a multipurpose tool. The cloze procedure is discussed as a measurement, diagnostic, and instructional instrument. In particular, the advantages and disadvantages of the cloze procedure for each of these purposes are considered. Cloze passages, their construction,…

The National Assessment of Educational Progress assessment of reading was conducted from October 1970 through August 1971 at four age levels--9, 13, 17, and 26-35. The objectives assessed were formulated and reviewed by a cross section of scholars, educators, students, and lay citizens. The five major objectives represent the individual's ability…

This document presents cross-sectional and longitudinal data relating the time required to read orally 50 unrelated letters, 50 unrelated words, and 100 words in text among first to sixth grade children and adults. Results include concurrent correlation between letter, word, and text times ranging between .18 and .92 with a median of .77.…

Designed to measure specific dimensions of reading comprehension, the items for this test are based on a comprehension model which suggests that comprehension can be defined as six different skill areas: vocabulary, syntax, item recall, item sequence, interpretation, and evaluation. The test is divided into sections to correspond to each of the…

A study made with three specially selected groups of students reading similar material revealed that there was little difference in speed and comprehension between reading printed material in books or on microfilm. One test group was composed of students trained to read in thousands of words per minute. (Author)

This paper, from the Workshop Center for Open Education, deals with the problems of recognizing and dealing effectively with reading difficulties. The introductory sections explain the problems of identifying the poor reader and define the concept of reading. The next section investigates the following biases that are prevalent in reading tests:…

This study is concerned with the measurement of reading flexibility. The contents include: "Review of Literature," which discusses the different concepts of reading flexibility and presents several definitions followed by a summary of variables revealed in these definitions; "Synthesis of Strengths and Weaknesses," which looks…

A profile of Title I and III reading program evaluators from data collected on a survey of 299 evaluators was made. The survey consisted of four sections: (1) The Evaluator--information on his educational background and training and on the programs with which he was connected; (2) Data Collection--information on the sorts of data the evaluator…

The purpose of this study was to provide increased understanding of the process and testing of the comprehension of certain kinds of expository and argumentative prose. A criterion-related reading test was constructed using as a criterion the Finder-Cochrane Task Analysis for Comprehending Exposition and Argument. A panel of three experts ruled on…

This study determined if use of an organizer, which was a focus-type material in paragraph form, would significantly affect reading comprehension of prose material by freshmen junior college students. Also examined was placement of the organizer before, after, or both before and after the prose material. Intelligence and prior reading ability…

Reading research in which different methods or materials have been compared has proven inconclusive. This paper is restricted to beginning reading, defined as the acquisition of letter-sound decoding ability, and raises the question: what skills are required by current tests? Available reading readiness and achievement tests consist of batteries…

The purpose of this study was to determine empirically the individual components of critical reading tests and subtests, enabling inferences to be made about the definitions of critical reading and critical thinking and about the relationship between them. The subjects were 50 Hillsborough County, Florida, fifth graders, most of whom were white…