The present investigation was intended to provide information on the type of strategies employed by learning disabled (LD) students on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and non-disabled students. Students attending…

A study was conducted to determine the validity of two separate item classification schemes for the reading comprehension subtest of the McGraw-Hill Test of Adult Basic Education, Level D, Form 4. The first of the two schemes was developed by the publisher and presented as a means of classifying errors for the purpose of diagnosing individual…

The discourse cloze, an alternative cloze procedure, is described. It is argued that in the regular cloze procedure many of the words can be supplied from the "micro" context, and thus the regular cloze is not necessarily a test of reading comprehension on the "macro" level. In the discourse cloze approach, all words deleted from a passage of…

Argues against a proposed two-year suspension of reading achievement testing of black and Puerto Rican children. Suggests that teachers should develop expertise in interpreting test data and in appropriately revising curriculum and teaching strategies. (SF)

Educators must see to it that precautionary measures are taken if test scores are to be interpreted correctly by the community. (Author)

One hundred forty-three seventh-grade students were assessed in the areas of word attack and comprehension. This study focused on the 71 students with the lowest total word-attack scores. Results indicated that all comprehension subskills had strong relationships to overall comprehension, but that many word-attack subskills had only low,…

Question position effects characteristic of mathemagenic studies were replicated. Identical position effects were demonstrated for reader generated pictures used as adjunct aids. Implications for mathemagenics and prose learning are discussed. (Author)

Examines the effect of scattering in the instructional text various information elements for a given learning goal and if the retention of that goal relevant element is affected by the presence of elements that cannot be found in the text. (Author/DEP)

Test wiseness (TW) has been recognized as an important source of variance on standardized achievement tests, independent of content or random error. To help students develop the type of TW skills necessary for optimal performance on reading achievement tests (ie. time using, guessing strategies), a comprehensive TW skills instructional program…

A 2-YEAR STUDY OF THE ABILITY OF FIRST GRADERS TO LEARN TO READ USING THE "EARLY-TO-READ I/T/A/" SERIES WAS CONDUCTED. SIXTY-ONE FIRST GRADERS IN ROSE HILL ELEMENTARY SCHOOL, MUKILTEO, WASHINGTON, WERE RANDOMLY ASSIGNED TO AN EXPERIMENTAL GROUP USING THE I/T/A SERIES AND TO A CONTROL GROUP USING THE "GINN BASIC READERS." THREE…

THIS THREE-PART REPORT DESCRIBES THE STATUS OF BRAILLE READING INSTRUCTION IN LOCAL AND RESIDENTIAL SCHOOLS IN THE UNITED STATES IN 1965, PRESENTS STATISTICS DESCRIBING PERSONAL CHARACTERISTICS OF 200 STUDENTS TESTED AS PART OF THIS STUDY, AND PRESENTS ANALYSIS AND INTERPRETATION OF THE DATA GATHERED FROM THE TESTS. THE STATUS OF BRAILLE READING…

A BATTERY OF TESTS WAS DEVELOPED AND STANDARDIZED TO MEASURE MASTERY OF TWO BRAILLE CODES--THE GRADE 2 LITERARY CODE AND THE NEMETH CODE FOR MATHEMATICAL NOTATION. DESIGNATED AS THE "COLORADO BRAILLE BATTERY," THESE TESTS PROVIDED OBJECTIVE MEASUREMENT DATA REGARDING A STUDENT'S OVERALL DEVELOPMENT IN BRAILLE, AS WELL AS A MEANS OF…

A discriminant analysis of the relationships between 335 Florida students' first and second grade scores on the reading subtests of the Metropolitan Achievement Test (MAT) and their third grade scores on the Florida Statewide Assessment Test (FSAT) was undertaken, using race, sex, and intelligence as independent variables. Three null hypotheses…

This manual describes a comprehensive reading program for adults and provides specific, practical help for teachers. Four stages in adult reading ability are identified: introductory; elementary; intermediate; and developmental, with various levels of each stage. Included are suggestions for procedures to determine reading levels of individual…