The gold standard in making causal inference on program effects is a randomized trial. Most randomization designs in education randomize classrooms or schools rather than individual students. Such "clustered randomization" designs have one principal drawback: They tend to have limited statistical power or precision. This study aims to…

Reading in a foreign or second language is often a laborious process, often caused by underdeveloped word recognition skills, among other things, of second and foreign language readers. Developing fluency in L2/FL reading has become an important pedagogical issue in L2 settings and one major component of reading fluency is fast and accurate word…

When conducting psychological evaluations, clinicians typically assume that individuals being evaluated are putting forth maximal effort and are not exaggerating or magnifying symptom complaints. Recent research, however, suggests that students undergoing post-secondary-level assessments to document learning difficulties may not always put forth…

On national and international assessments, students attending French-language schools in Ontario usually perform worse than students attending English-language schools. Interpreting these results is challenging because the French- and English-language schools differ both in prescribed curriculum and in how the curriculum is taught. In addition,…

Despite widespread efforts to prevent reading problems and an abundance of research about best practices in remediating reading skills deficits, reading continues to be exceptionally difficult for many students. Researchers have become interested in investigating the degree to which affective factors such as reading attitude relates to reading…

This annotated bibliography of currently available reading measures was compiled from the holdings and references of the Educational Testing Service Test Collection. Included are those instruments designed in total or in part to assess reading skills or to diagnose reading difficulties of students in grades 4-6. Information about these tests was…

This analysis of the stimulus-response characteristics of reading comprehension tests was undertaken in order to determine the factors which are generally measured in the standardized tests of reading comprehension. It was assumed that such an analysis might provide a clearer notion than presently exists in the educational literature as to what…

Investigates whether 8-year-olds can be taught a mental imagery strategy to improve their memory of prose they read. Results of the study showed that the children taught the strategy answered more questions than the group who did not receive those instructions. (Author/DEP)

The adequacy of the revised instructions for the analogies portion of the Word Comprehension (WC) subtest (Woodcock Reading Mastery Tests-Revised) was examined with 44 learning-disabled junior high students. Effects of presenting 15 additional sample items prior to administration were examined. Analysis of covariance demonstrated significant…

Suggests educationists Develop a more critical attitude toward surveys on reading. (RB)

By comparing comprehension and inference, the reading process was presented in two distinct phases: the comprehension of the literal sense of what is read; and the inference of deeper meanings not explicitly stated. (BT)

An evaluation of a test developed by Richard W. Woodcock in 1973 to measure the reading mastery of students in kindergarten through grade 12. (DD)