This paper presents the characteristics, properties and development of the National Reference Scale for reading. This new scale is the result of a reanalysis of the Anchor Test Study data using Rasch model procedures, in an effort to produce equated scores among all reading tests included in that study. (Author/JKS)

Offers a humorous look at the problem of assessment. (FL)

A model is described for generating Quick Word Tests to assess the sight recognition vocabulary of secondary students along with a high utility list of 596 words to screen automatic recognition sight vocabulary for native speakers, second language and special education students, and adults in basic education and literacy classes. (Author/CL)

The California Achievement Test and Degrees of Reading Power tests were administered to students to determine the relationship between the instruments as measures of reading. It was concluded that either test may be used to make valid predictions to the other by use of locally constructed conversion tables. (Author/DWH)

Findings revealed that 63 learning disabled students scored significantly lower than 30 regular education students (both groups 6-15 years old) on all reading measures. Existing differences in the reading ability level between the two groups did not solely account for the obtained difference in reading achievement. (Author/CL)

This slide presentation takes the educator through the step-by-step implementation of a reading program, RISE (Reading Initiative for Student Excellence), in a real school. The RISE program aims for balanced literacy for students, in response to the Reading Excellence Act (REA) of 1998. The presentation outlines the steps to balanced literacy,…

Reports that neither residual nor crude gain methods were more effective in measuring reading improvement gain at the elementary level. (TO)

Examines several criterion-referenced-testing programs for strengths and weaknesses in diagnosing the student's reading skills. (RB)

Reports that when given only the choices to reading comprehension items, some students are able to identify the correct choices without reference to the associated passage or the item stems, a characteristic that threatens the validity of reading comprehension tests. (Author/FL)

Concludes that H. R. Myklebust's Pupil Rating Scale is significantly and substantially related to reading and mathematics achievement as measured by the Metropolitan Achievement Test and the Short Form Test of Academic Aptitude. (FL)

Presents ways a classroom teacher can welcome new students to class, properly place them for instruction, and make them feel at home in a new group. (FL)

A number of studies available through the ERIC system raise the possibility of major changes in the testing of reading comprehension during the 1980s. (DD)

Suggests that there are major issues involved in using criterion-referenced reading tests that are unclear or unresolved, including their place in the system of teaching reading, their validity, their reliability, and how cut-off scores are set and evaluated. (TJ)