A technique for measuring comprehension of lengthy prose is presented. The "textual segmentation" procedure requires subjects to partition text into complete, meaningful units such as paragraphs, chapters, and books. Potential applications of textual segmentation include measurement of reading comprehension, readability, and criteria for…

Points up the importance of encoding time to the global act of reading. (AEA)

Questions the validity of the Nelson-Denny Reading Test to measure growth in a rapid reading course for adults. (AEA)

A survey of the field of learning disabilities is presented and applied to adults. A review of diagnostic tests reveals concentrated knowledge about learning disabled children and adolescents, and a scarcity of knowledge on adult populations. Pertinent areas for research are proposed for learning disability specialists and adult educators.…

Describes a new system for scoring informal reading inventories that helps eliminate problems inherent in other scoring systems. (DD)

Forty dyslexic children were given a version of the Stroop test which requires subjects to respond to attributes of a set of stimuli while ignoring the conflicting information that derives from another attribute. A negative linear relationship emerged indicating that greater reading proficiency was associated with less interference. (MKM)

Contends that the use of the cloze procedure, frequently with modifications, can provide reading teachers with an interesting and instructionally sound approach for supplementing the basic reading program. Suggests that cloze techniques can be used both for teaching students how to read more competently and for evaluating their reading…

Reviews the Reading Placement Test published by the College Entrance Examination Board in conjunction with Educational Testing Service. Notes that it is a short, easy to administer test of reading comprehension designed for entering college students; outlines its possible uses. (MKM)

Concludes that inferential reading test questions are as likely to be passage dependent as factual test questions. (MKM)

Reviews ERIC documents dealing with the preparation and use of informal measures of reading comprehension. (DD)

Describes the Gates-MacGinitie Reading Tests and evaluates their suitability for testing reading, concluding that they appear to be carefully developed survey tests of general reading achievement. (DD)

Intermediate students scored better on reading comprehension tests when questions on content were interspersed in the text. (JD)

Examines the controversy surrounding the administration of the Metropolitan Achievement Test on reading and the subsequent recall of the results data by the chancellor of the New York City schools. (IRT)

Testing is a means of obtaining information about people and their status. Too often tests and testing govern us as educators rather than being governed by us. Reviews the problem and offers some suggestions. (Editor)

Compares effectiveness of the Gates-MacGinitie Readiness Skills Test (G-M) and Illinois Test of Psycholinguistic Abilities (ITPA) for predicting reading achievement in grade one and studies whether either test differentially predicts reading in an i.t.a. approach or a t.o. sight approach. G-M was a better predictor than ITPA for both groups.…