This article explains how teachers can construct curriculum-based assessments (CBA), using state academic standards, to measure the reading skills and progress of elementary students with mild disabilities. Two mini-cases illustrate the creation of CBA test items based on individual educational goals and the Indiana Academic Standards. (Contains…

Investigates effects of reading group placement upon first and second grade students' growth in reading. Focuses on the balance between pace and success rate and on the effects of group characteristics on individual growth. Finds that group placement begins to adversely affect reading development only after children have acquired basic reading…

In a two-part experiment, a severely learning-disabled youth was treated for lack of reading and math skills using token reinforcers for correct responses. The subject reached a 90 percent correct response rate following implementation of experimental design. Part two produced a 100 percent achievement level for the most difficult math items.…

Investigates: (1) whether differences exist in comprehension when children listen, read orally, and read silently; and (2) whether such differences exist for all readers. Finds that relationships between the three modalities vary as a function of level of reading competency. (SR)

Results from a study to determine whether the effects of repeated readings are comparable for learning-disabled (LD) and nondisabled readers (N=50) indicate that, regardless of classification (LD or nondisabled) or level of functioning (instructional- or mastery-level), repeated readings produced more fluent reading and greater recall. (IAH)

Discusses the global and analytical approaches to reading assessment. Points out that the first approaches reading as a self-contained activity, while the second presupposes both a reading model and a reader model. Applies each to the context of reading assessment in France. Suggests discarding the global approach as a diagnostic tool. (KO)

Finds that the Wechsler Preschool and Primary Scale of Intelligence and the Florida Kindergarten Screening Battery were highly similar as predictors of future reading ability for 59 5-year-old, low income, Mexican-American children. Perceptual performance subtests in both measures correlated better with reading ability than verbal subtests. (SV)

Explores the problems faced in the testing of reading. Discusses research that assists administrators and instructors in choosing various standardized tests, and describes existing alternatives to traditional forms of testing. (RS)

Measurement of cognitive abilities using the Inventory of Piaget's Developmental Tasks of 94 learning disabled fourth- and fifth-grade children found that a linear combination of reading and mathematics achievement yielded a significant positive correlation to cognitive ability. No sex differences were found. (Author/DB)

Examines 773 elementary-age children's choices of hard- and paper-backed trade books to determine cover preference. Reveals that paperbacks were preferred. Notes that children's reasons for selecting books did not significantly differ by sex, race, grade level, or any combinations. (RAE)

Examined effects of who administers behavioral assessment (teacher versus school psychologist), physical location of assessment (reading group versus teacher's desk versus office), and whether performance is timed or untimed for oral reading rates of 100 third and fourth graders. Results showed significant effects for reading level, tester,…

Discusses research on young adults' reading interests, their nonfiction reading interests, interest in nonfiction across ability levels, sex differences in nonfiction reading interest, pleasure versus curriculum, and the role of teachers and librarians. (RS)

Differences in how more and less successful readers use selective attention, and whether these differences influence what is learned and recalled were studied with 45 college students. Results reveal different reading patterns for the two groups. The discussion focuses on aspects of the selective attention strategy. (SLD)

Assesses the educational history and current reading proficiencies of nearly 4,000 high school seniors in 10 states. Finds clear, consistent, and positive differences associated with receiving kindergarten reading instruction. (RS)

Compares fifth grade reading and math achievement scores for schools on the Missouri Mastery Achievement Test in rural and urban elementary schools. Found no significant differences between rural and urban schools on achievement. Rural schools were more homogeneous in achievement and SES. Free and reduced lunch status was the best predictor of…