Results of a study of 39 secretaries support the use of job-related performance task tests to reveal the specific abilities and needs of employees. (DD)

The article reports on the preliminary findings of a study of 392 Australian kindergarten children to determine which tests are the most predictive of later reading ability and disability. (Author/DLS)

A technique for observing reading behavior called the disruptive effect is presented. The technique involves interspersing unusual words or pseudo-words into a text and observing errors made during oral reading. Results of research on the technique are presented. (JKS)

Notes problems in using reading tests intended for children when testing adults; attempts to clarify some of these problems by making explicit the assumptions implicit in the practice of using children's reading tests with adults. (GT)

Reports on research in the following areas: reading tests and standards, dyslexia and specific reading retardation, remedial reading, reading development, and reading materials. (GT)

Reports on research in the following areas: reading standards and tests, dyslexia and specific reading retardation, remedial reading, reading development, and materials and reading. (GT)

Argues that New Hampshire high-stakes test administered at the end of the third grade is flawed and thus should be discontinued because the questions are not only too abstract, but beyond the knowledge and experience of most third graders. (Contains 23 references.) (PKP)

Describes a program to assess the reading skills of deaf elementary school students, focusing on four concerns: areas and abilities to be assessed, sources of information, record keeping, and use of evaluation information to guide instruction. The assessment materials are available free of charge in exchange for feedback about their usefulness.…

Studied the factorial invariance across students from different ethnic groups of a seventh-grade state reading assessment with a narrative passage selected for its Hispanic representativeness. Results for the 35,324 Kansas students support the factorial invariance of the scores, but invariance of the error variances across groups was not…

This article discusses issues in the assessment of individuals who show difficulty in learning to read and write in different languages. A review of reading studies in several language contexts leads to a proposed framework for assessment procedures. Case studies from interventions in three language contexts (Sylheti/English, Herero/English,…

Reviews the third edition of this widely used assessment instrument. Concludes that the test is reliable, quick and easy to administer, and that the publishers provide many special services. Lists liabilities as lack of validity evidence, omission of reading and study skills, and lack of distinctions among different types of reading comprehension.…

Reviews the strengths and weaknesses of 5 representative standardized reading tests and 7 informal methods for testing reading. Lists 10 considerations to help in the selection, evaluation, and use of reading tests. (DMM)

Compares freshmen students' perceptions of their reading abilities with their actual abilities and their cumulative grade point averages. Concludes that students' perceptions of their abilities were independent of their actual reading abilities and students with the least accurate perceptions had the lowest cumulative grade point average after one…

This study is part of a larger one examining the comparability of the First Certificate in English and the Test of English as a Foreign Language. The general assumption of unidimensionality and goodness-of-fit were tested. Findings raise questions about the consequences of rejecting or retaining misfitting items. (60 references) (LB)

Discusses whether high levels of skill in one's second language (L2) leads to loss of performance in one's first language (L1). Data are reviewed indicating that a high level of reading skill in L2 may indeed be associated with slower reading in L1. (21 references) (Author/VWL)