Discussing G. Neuner's article on the reading comprehension test in issue no. 2, 1977, of this journal, the construction of the test, the distribution of points, problem design, and choice of texts are criticized. Suggestions for correcting are given. (Text is in German.) (IFS/WGA)

Using norm-referenced reading achievement tests as both "criterion referenced" (through repeated administration of the same form at successively higher grade levels) and as norm-referenced (in the usual manner) helps to differentiate individual changes in learning how to read as well as individual differences in gaining information from textual…

Students were randomly assigned to read a text passage displayed on microcomputers in one of four conditions: (1) required reviewing of main; or (2) alternate text when responses to adjunct questions were incorrect; (3) reading with adjunct questions; and (4) reading without adjunct questions. (Author/LMO)

Discusses the evaluation and testing procedures schools use to evaluate and test reading achievement. Identifies three major categories of tests: achievement/survey, diagnostic, and informal reading inventories. (AEW)

Evaluates the Computer-Based Assessment Instrument (CRAI) as a test for reading proficiency. Notes strengths of CRAI, including its use as a quick assessment of silent reading comprehension level, and the problems with readability and content specific words lists and the lack of scoring features. (JC)

Describes the Group Comprehension Matrix and the Individual Comprehension Matrix, assessment instruments that teachers can use to help them make student placement decisions. (FL)

National Assessment of Educational Progress reading data were scaled using a unidimensional item response theory model. Bock's full-information factor analysis and Rosenbaum's test of unidimensionality were applied. Conclusions about unidimensionality for balanced incomplete block spiralled data were the same as for complete data. (Author/GDC)

Covariance structure modeling by LISREL was used in an analysis of relations between intellectual ability, as measured by the Finnish version of the Illinois Test of Psycholinguistic Abilities (ITPA), and achievement in reading, writing, foreign language, and mathematics in longitudinal data on 234 Finnish school children. The validity of the ITPA…

The authors discuss the following questions: Who should run a GED (General Educational Development) program? How should the program be administered? How can schools best prepare their students to take the GED tests? (CT)

The predictive validity of the California Achievement Test, Reading (CAT-R) was examined for 480 Hispanic and Anglo pupils in Grades 2 and 3. The validity of the CAT-R as a predictor for reading for combined groups of Hispanic and Anglo pupils appeared to be limited. (Author/LMO)

Investigated whether structuring textbook reading passages in accordance with a deductive concept presentation strategy affects students' concept attainment. Results showed that good and average readers scored significantly higher in concept attainment with structuring, but that poor readers failed to show improvement. (TRS)

Finds some evidence that out-of-level tests are more suitable and reliable for poor readers than are on-level tests. (FL)

Latent class modeling procedures were used in exploratory and confirmatory analyses of the prerequisite relations among five types of text-based inference question tasks for good and poor sixth-grade readers. All tasks types provided separate manifestations of the same underlying attribute for both good and poor readers. (Author/BS)

The relationship between reading scores on the Medical College Admission Test (MCAT) and scores on the Nelson-Denny Reading Test (NDRT) was investigated, along with the tests' predictive validities for medical school achievement. Although NDRT was better as a single predictor of achievement, it has limitations as a predictive device. (SW)

The Boder Test of Reading-Spelling Patterns acknowledges the complexity and importance of the reading process, and speaks of the vigorous research activity in reading; but it examines the reading process in a limited and unnatural fashion, and ignores some of the most potent research findings. (BW)