Presents a study which examines elementary school students' performance on the JAT (Joels, Anderson, and Thompson) Reading Inventory, noting variable student performance on the different question types. Reports that the validity of the JAT as a diagnostic instrument is established. (ARH)

Indicates that if the cloze scores of students in a small group are well distributed, then it is possible to identify which essays would be selected as best and worst by an English professor. Shows that cloze testing constitutes a relatively effective placement instrument when the readers are unschooled. Includes statistical tables. (JD)

A study correlating Nelson-Denny Reading Test scores with American College Testing Program Assessments (ACT) indicates that reading skill can be predicted accurately from the ACT social studies reading and English usage subtests. (MSE)

The method of Instrumental Variables is suggested as an alternative to traditional methods for estimating the reliability of test scores which avoids certain drawbacks of these methods. The use of the Instrumental Variables method is illustrated with a data set involving reading and math tests. (Author/JKS)

Compared Wide Range Achievement Test (WRAT) arithmetic and reading performance of randomly selected primary grade children (N=70) in a suburban school district to grade placement in reading and math and text placement in reading. WRAT scores overestimated actual achievement in all grades tested. (Author/NRB)

Identifies a valid reading test to be used in selecting prospective civil service employees. Discusses reading requirements of the job, selecting a commercial reading test, validating the reading test, and applicant scores on the selected test. (Author/CT)

This study examined the test-retest reliability and criterion validity of basal mastery tests of three commercial reading series. Results indicated that reliability and validity of the test varied among and within instruments. Implications for developing and using basal mastery tests are discussed. (Author/MT)

Reports on a study that found an alternative cloze test format both valid and practical when compared to the conventional cloze format. (HOD)

Discusses the uses and limitations of a test designed to identify that reading disabled subgroup whose principal deficit is in the ability to deal with visual stimuli holistically. (AEA)

Presents a historical overview of the introduction of the major reading comprehension assessments, showing that the predominant approaches were shaped by the prevailing educational measurement milieu and were implemented largely in response to public pressure. Argues in favor of a naturalistic reading comprehension assessment for evaluating those…

Describes the uses and limitations of the revised Reading Evaluation Adult Diagnosis test. (HOD)

Cautions that criterion referenced tests are no more effective at diagnosing comprehension subskills than are traditional instruments, and they may lend false credibility to the subskill approach to comprehension. (AEA)

Suggests that the idea of testing be given up, along with the measurement of reading and the idea of reading progress. (AM)

Compared to conventional classroom settings, e-learning relies heavily on a student's reading ability. However, many students, particularly those at-risk or those who may have already dropped out of conventional schools, tend to have low reading ability that affects their ability to learn online. The problem is that relatively little has been done…

Understanding the consequences of growing up poor for a child's well-being is an important research question, but one that is difficult to answer due to the potential endogeneity of family income. Past estimates of the effect of family income on child development have often been plagued by omitted variable bias and measurement error. In this…