Suggests how test consumers can improve the evaluation of students' reading performance by (1) carefully examining tests to match teaching objectives, (2) employing a wider variety of evaluation techniques, (3) abandoning the use of standardized reading tests as indicators of instructional reading level, and (4) interpreting subtest scores of…

Recommends eight uses of standardized reading tests: (1) grouping within classrooms, (2) comparing with various norm populations, (3) screening and obtaining diagnostic clues, (4) obtaining diagnostic information, (5) determining reading level, (6) revealing instructional objectives, (7) guiding parents, and (8) having a student evaluate his own…

Compiles information about technical properties from test reviews and manuals and presents information about the nature of test passages, questions, and comprehension skills. (FL)

Issues involved in identification and definitions of giftedness are examined. Six areas comprising a broad definition are listed, and critical aspects of the identification process are considered, leading to review of a five-step model. Finally, the use of standardized intelligence and reading tests is considered. (CL)

Findings suggest that modestly good predictions can be made between IQ as measured by the Wechsler intelligence scales for children at age five and one-half and scores on group reading tests administered at ages seven and eight years. (FL)

Finds that the Durrell Analysis of Reading Difficulty is difficult to administer and interpret, takes considerable time to give, and is not comprehensive. (FL)

Understanding the purposes of different types of testing is essential if test results are to be interpreted properly. (DD)

Reviews the Nelson-Denny Reading Test (Forms E and F) and finds it an easy to use and valid norm-referenced survey test for determining the level of student reading achievement, assessing individual differences, and deriving group means. (AEA)

Provides evidence of some predictive validity of the Nelson-Denny Reading Test (NDRT) for college students. Argues that because the NDRT is more convenient and economical to administer, it can serve as a feasible alternative to the SAT when a quick verbal measure is needed in the college setting. (FL)

Reviews the reading sections of the Metropolitan Achievement Tests and offers recommendations for their use. (FL)

Examines problems involved in defining reading comprehension. Suggests reexamining comprehension testing, rethinking the missions of reading instruction, and helping students find, formulate, and solve problems for which using written language provides a solution. (TJ)

Provides an approach for selecting and evaluating both group and individually administered standardized tests of reading. Reviews considerations of the quality of test development; test content; test reliability and validity; and concerns of cost and time investment. Presents sample ratings of two common instruments. (RS)

Warns that college reading instructors must be aware that standardized tests do not measure the types of skills taught in reading classes. Argues that reading instructors need to develop an awareness of what the scores on standardized reading tests do and do not tell them. (RAE)

Reviews the assessment systems which accompany three of the most recently published and widely used basal reading programs. Examines the materials designed for the second half of second grade and for fifth grade. (PRA)

Assessed effects of curriculum-test overlap on standardized reading test performance with 181 1st- and 2nd-grade students receiving reading instruction from MacMillan-R reading curriculum. Used two methods of quantifying curriculum-test overlap to predict patterns of students' performance across three tests. Results indicated strong and systematic…