The relationship between subtests of the Illinois Test of Psycholinguistic Abilities and the Developmental Test of Visual-Motor Integration to a comprehensive battery of reading measures was investigated in a sample of 77 poor readers in grades 2 through 6. (Author/PHR)

Describes a modification of the cloze procedure which was used to assess the reading achievement of selected students in the Mariana Islands. (MKM)

Some things other than costs are going up in education, the National Assessment of Educational Progress discovers from its second round of reading tests. (Editor) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

This study compared reading rates of three students with reading disabilities and five nondisabled students, all fourth graders. Students were tested on their reading rates on self-selected passages (whole language approach) and on controlled, curriculum-based measurement materials. No significant differences were found between groups of students…

Severity of hearing loss predicted poor reading comprehension scores for children with reading impairments in Grade 3 (N=67) and Grade 6 (N=36) in a study done in five areas of Quebec (Canada). Good scores of a few Grade 6 students with severe hearing loss indicated that these students can keep up if wide gaps do not exist at the outset of…

The limitations of standardized tests of reading ability in young children are examined and authentic assessment alternatives, including multiple measures of student learning and the close interaction of assessment and teaching, are identified. Examples of authentic classroom assessments are detailed for emergent readers, beginning readers, and…

Compares the relative utility of teacher ratings versus several kinds of reading-related tests measured in the first grade in predicting third grade levels of reading skills in a sample of predominantly ethnic minority children exposed to poverty. Analyses indicated that, in general, teacher ratings predicted later individual differences in…

Two studies at Haifa University examined the effects on oral reading comprehension scores of these factors: (1) anxiety under varying test situations, (2) student gender, (3) students' native language, (4) individual vs. group testing, and (5) the relative difficulty of the English language texts. (MSE)

Asserts that reading tests can be neither ignored, nor allowed to control the classroom. Describes the teaching of "reading-test reading" as a genre in a first grade literature-based classroom. Presents children's views of the genre and how their understanding of it affects their view of themselves as readers. (SR)

The use by 31 reading specialists, compensatory education teachers, and secondary reading teachers of Angoff and Nedelsky methods for setting cutting scores for a high-school graduation test in reading comprehension was studied. The Angoff method provides a wider variety of information and yields estimates closer to actual p values. (TJH)

Examines the extent to which retaining low achieving students affects the average reading scores of the grade in which they are retained and the next higher grade. Analyzes data from one elementary school in Kansas City (Missouri). (FMW)

The borderline group standard-setting method (BGSM), Nedelsky method (NM), and Angoff method (AM) were compared, using reading scores for 1,948 and mathematics scores for 2,191 sixth through ninth graders. The NM and AM were inconsistent with the BGSM. Passing scores were higher where students were more able. (SLD)

This study examined characteristics of multiple-choice reading comprehension tasks suspected of influencing their difficulty, through administration of the California Achievement Tests to 158 deaf college students. Problem components evaluated included manifest content, psychologically salient features, and processing demands. Variation in item…

This study examined the criterion-related validity of oral reading fluency (ORF), number of words read correctly per minute, with 64 regular, remedial, and special education elementary-level students. Comparison with two miscue-based assessment measures did not support modification of traditional ORF but did suggest practical value of selected…

Evaluation of literature-based and traditional basal reading series for sensitivity of repeated curriculum-based measurement with 48 third-grade students found that passage probes from the literature-based series were less sensitive to indexing growth over time than were passage probes from the traditional basal series. (Author/DB)