Shows that a score obtained on a retest using the reading reinforced technique gives a useful measure of reading capacity and apparently provides a successful method of screening students for reading programs. Tables, graphs, and bibliography. ( RW)

Describes an ideal program in a hypothetical school designated by the system as its reading school and shows how faculty, students, materials, methods, and physical plant might combine to serve the developmental, remedial, and clinical needs of a school system. (MD)

Focuses on developments in education that apply to reading tests in general, including behavioral objectives, cognition models, skill analyses, and curriculum packages development. Bibliography. (CM)

Suggests (1) a different kind of reading test construction, (2) the elimination of the vocabulary section of reading tests, and (3) a dual-scoring system in which one score is given for reading literature and another for reading textbook material. (MB)

The concurrent and postdictive validity of two newly-devised tests of contrasting hemispheric function (Test of Right Hemisphere Ability, Test of Left Hemisphere Ability) was investigated relative to scores earned on the reading and mathematics portions of the Comprehensive Tests of Basic Skills. (Author/PN)

Concludes that the usefulness of reading interest assessment is not impaired by the change in students' reading interests across a 36-week interval. (FL)