In April 1974, allegations were made that students, teachers, and the general public had access to the New York Citywide Reading Test prior to its administration, and the results, therefore, were invalid. In the face of these allegations, New York City developed a strategy for the administration of a secure test: a test never before available in…

The reading program outlined in this teacher's guide provides mature students who are reading word by word with a method that will enable them to read by phrases, sentences, and paragraphs in order to take advantage of redundancy and contextual clues. The program is designed to increase reading speed to between 300 and 700 words a minute. This…

The Basic Word Vocabulary Test (BWVT) was extended downward by administering it orally to 96 pupils selected randomly from grades one through four. Estimates of aural understanding vocabulary at each grade were obtained and were found to be much lower than results from previous studies, due to the strict criteria of the BWVT. Correlations with the…

The Informal Reading Inventory and the Reading Miscue Inventory are compared as to purpose, origins, and methods of use. A tabular format, elaborated by an appended discussion, summarizes each inventory's purpose, materials, length, difficulty of selections, procedures in testing, types of behaviors evaluated, and resulting scores. (AA)

Concludes that teachers should use less difficult reading material when administering oral reading tests for a true picture of a child's syntactic and contextual strategies. (MKM)

Contains a short test of reading comprehension that encourages students to use common sense and powers of perception when studying reading. (RL)

Describes research about and teaching techniques for test-taking skills. (MKM)

Discusses the role of Canadian teachers' organizations in influencing possible legislation about competency testing. (MKM)

Investigated were the relationships between a wide variety of cognitive measures (including the Developmental Test of Visual-Motor Integration and the Illinois Test of Psycholinguistic Abilities) and five reading tests for 144 third grade children. (CL)

Attempts to determine whether three reading tests made separate contributions to a placement and diagnostic system developed for an open admissions municipal community college. (Author/DEP)

In this study the Graded Word List proved to be a poor indicator of fourth through eighth grade students' scores on an informal reading inventory. (MKM)

Notes that the same students who according to a reading test, were severly deficient in reading skills were mysteriously able to complete a complex research questionnaire, and showed academic success far beyond what the test predicted. (Author/AM)

Describes a technique for measuring reliability (the consistency of decision making across repeated test administrations) and validity (the accuracy of decision making between administration of a reading test and administration of a criterion measure) and gives an example of its use. (JM)

Standardized reading tests are likely to provide an inaccurate assessment of reading comprehension for deaf students due to the lack of test coaching and test taking skills; item irrelevancy; and the difficulty of test directions. Testing alternatives include parent and teacher observation of students and qualitative evaluations of reading skills…