The Intermediate and Secondary Language Development Component, funded under Title I of the 1965 Elementary Secondary Education Act, has the following objectives: (1) to help the underachieving pupil, grades four to 12, improve his reading achievement; (2) to help the intermediate level (grades four to six) underachieving pupil to become more…

This volume contains criterion referenced tests to be used in a Spanish-English bilingual second grade. These tests are based on pictures and word lists and are designed to evaluate the student's pronunciation. (CFM)

In 1975, the Georgia Department of Education completed development of criterion-referenced reading tests for grades four and eight. These tests were administered on a statewide basis for the first time in the spring of 1976. Objectives used in the construction of the test were selected on the basis of priorities assigned by 50,000 reading…

Stability of performance on a criterion referenced reading test was examined for 413 students in grades one through six. The test, which measures 367 behavioral reading objectives, was administered twice to each student, with an interval of at least three weeks between the first and second administrations. Three statistical indices of permanence…

The California State University and Colleges English Placement Test was designed to provide information about the reading and writing skills of newly admitted college students. The validity of this measure is examined. (Author/JKS)

This study investigated the differential performance of subjects across cultures (U.S. and Ireland); grade levels (grades 2, 3, and 4); and three test formats (multiple-choice-cloze, maze, and cloze). Recognition test formats produced higher scores than the cloze format. Cultural influences were also reported. (Author/GDC)

Based on results from the nonequivalent control group design, the mean performance in the nonvoucher and traditional voucher programs remain similar. It is quite plausible that the loss of teacher time due to planning, developing, and modifying a new curriculum led to the loss in reading achievement. (Author/CTM)

A high school district employed multiple matrix sampling to establish cutting scores on reading and mathematics competency tests. Entry-level job holders in the working community were tested with subtests of the intact test. Generalizations were made from the results; performances of the high school and the community groups were compared.…

In Florida, Collier County Area Vocational-Technical Center's admissions policy for vocational programs admits all students who are prepared to learn, identifies those who require compensatory instruction, and channels both into appropriate programs by determining each student's reading achievement level and comparing it to the difficulty level of…

Describes a third-year English test for fifth graders, with examples (and discussion) in the areas of listening comprehension, answering questions, asking questions, speaking about a series of pictures, reading comprehension, sentence conversion and letter writing. (Text is in German.) (IFS/WGA)

Among techniques which can be used by foreign language teachers to help learners use multiple-choice tests (after reading a text) to become better readers are: have students attempt to answer questions before reading the text; rearrange the order of the questions; and have students make up multiple choice questions. (CB)

Investigates the reading-writing relationship, emphasizing theories postulating identicality of knowledge use. Administered four reading measures and eight writing measures to second and fifth graders and found few correlations between reading and writing variables. Suggests little improvement arises from combining reading and writing or from…

Principles that should guide reading comprehension assessment include acknowledging the complexity of reading, focusing on orchestrating rather than isolating skills, regarding reading as a dynamic process, developing techniques that encourage student-teacher interactions, and using a variety of reading comprehension measures. The principles are…

The relationship between reading comprehension and the number and complexity of idea units in a text was examined. The results showed that readers using text-entailed recall strategies gained the most insight into the meaning of text and that recall ability is an important encoding strategy for gaining meaning. (JAZ)

Concludes that IRIs can be useful, flexible assessment and instruction tools in the hands of knowledgeable teachers. Offers suggestions for their use. (FL)