This booklet is a revision of an earlier annotated bibliography, "Speed Reading," compiled by Allen Berger in 1967 and revised in 1970. The 82 entries are arranged alphabetically by author in the following ten categories: tachistoscope and controlled pacing, paperback scanning, flexible rates of comprehension, retention of gains, perception,…

Writing samples representing argumentation, exposition, narration, and description were gathered from 51 fifth-grade pupils. Significant differences were found among the four modes of writing and among high-, medium-, and low-ability groups for T-unit length, clauses per T-unit, and clause length. Argumentation produced the most complex writing,…

The six levels of understanding used to compare the skills of achieving and nonachieving readers investigated in this study were taken from the cognitive domain of Bloom's taxonomy of educational objectives. It was hypothesized that there is a significant difference, favoring achieving readers, between mean total scores of achieving and…

A study was designed to validate the Navy Readability Indices (NRIs) in an individualized instructional system using the criteria of comprehension and learning time. Two hundred Navy enlisted personnel enrolled in a computer-managed technical training course were tested for both comprehension and learning-time-to-criterion on four programmed…

Games and self-checking devices created by teachers to meet the immediate needs of their students can become part of the continuing program of informal diagnosis, small-group remediation, and individual instruction. The reading games outlined in this document have been divided into three basic formats--card games, board games, and self-checking…

This booklet provides abstracts of the proceedings of a conference on reading conducted on 27 April 1974 by the Department of Teacher Preparation of York College of the City University of New York. The following conference presentations are discussed: "Reading Readiness--What Do I Believe?" (Lilyan Peters), "Preschool as a Language…

In considering the development of language arts tests, a distinction can be made between statistical issues and ontological matters involving the objective existence and adequate characterization of the phenomenon being measured. Careful examination of standardized, norm-referenced tests and criterion-referenced tests in the areas of reading and…

An investigation was made of the performance of a sample of British sixth-form pupils on a task requiring them to obtain information from a book. Their performance was correlated with scores on tests of reading comprehension, reading speed in conjunction with recall and comprehension, and intelligence. (Author/RM)

A suggestion is made for solving the problem of testing spoken English. The students were from the Economics Department of a university in Finland. Their needs (practical ones), their courses in spoken English, the form of the test--oral, reading, and writing--and the marking system are considered. (SCC)

Efforts to better the school Leaving Exams in English of a large African state lead to the belief that schools should do away with them completely. Where this cannot be done, a thorough, systematic evaluation of reading comprehension, structure, and usage should be combined with productive integrative evaluation. (SCC)

Two approaches to comprehension are described which attempt to probe the students' real understanding of a prepared passage. In the first method, multiple choice questions were asked based on a 400-word passage; in the second method, a variant of the first, questions are separated into comprehension and phrase vocabulary. (SCC)

Describes the nine salient features of an individualized reading program: introduction and motivation, new words or ideas, comprehension guide questions, oral reading, comprehension skills, vocabulary development, word analysis skills, enrichment, and student teacher conferences. (RL)

Volumes seven, eight, and nine of the International Association for the Evaluation of Educational Achievement's study of academic achievement in six subject areas, and factors affecting those levels in twenty-one nations, are reviewed. (MJB)

Focuses on the problem of the differences in structure between children's language and the language of reading books. Suggests that it would be wise to increase young children's awareness of written language rather than restrict early reading material to an "artificial non-language". (Editor/RK)