Discusses a study of reading comprehension of fourth grade students by an instrument constructed by the investigator and based upon Piaget's developmental construct of intelligence. (TO)

Gives instructions on how to improve student test taking skills, suggesting that students may fare poorly on standardized reading comprehension tests because of inadequate test taking ability. (Author/RB)

The study concludes that nonstandard examiner behavior of the type studied can increase the scores of some students. Students' percentile ranks and grade equivalent can change solely as a function of examiner behavior. (Author)

Points out the limitations of reading surveys and stresses the need to interpret the results carefully. A literacy survey is used to highlight the kinds of goals which surveys might legitimately expect to accomplish. (RW)

Discusses a reading test using chunked" items -- groups of meaningfully related words in which certain groups are changed in meaning from the original passage. (Author)

Describes a study conducted at the University of Tennessee at Marin to find a test more suitable than the Nelson-Denny Reading Test (NDRT) to accurately measure reading improvement in developmental classes. Found no support for replacing the NDRT with the Descriptive Tests of Language Skills or the Comparative Guidance and Placement Program. (DMM)

Promulgates definitions of instructional maze and cloze procedures, clarifies the basic facets of the techniques, and discusses both the instructional and diagnostic functions of each. (FL)

The presence of relatively high and positive partial correlations between appropriate subtest scores for 56 mildly retarded adolescents supported the concurrent validity of the Woodcock Reading Mastery Tests relative to the Peabody Individual Achievement Test and to criterion variables. (Author/PN)

Explains the construction and use of three advanced-level English-as-a-foreign-language reading comprehension exercises, using a combination of multiple choice and cloze formats. (EKN)