A Spanish auditory perception test, La Prueba de Analisis Auditivo, was developed and administered to 158 Spanish-speaking Latino children, kindergarten through grade 3. Psychometric data for the test are presented, including its relationship to SOBER, a criterion-referenced Spanish reading measure. (Author/BW)

Critically reviews an earlier published study that assessed the sensitivity of the cloze procedure to intersentential integration. (AEA)

Details a study designed to test whether it was possible to decrease the predictive validity of the Metropolitan Readiness Test when students were grouped for reading instruction. (FL)

Discusses the proper interpretation of the three scores commonly reported from norm-referenced standardized reading tests: grade equivalency, percentile, and stanine scores. (FL)

Results of two studies in Australia indicate that matching cloze exercises adequately measure reading comprehension skills of secondary ESL students. (MKM)

Tells how children's performances on informal spelling and writing tasks can be analyzed to develop appropriate instructional activities. Argues that the real utility of assessment procedures comes from the qualitative interpretation that a sensitive diagnostician makes, based on a knowledge of the student and of the process of reading. (AEA)

Reviews information about three major dimensions along which phonics measures vary: (1) group v individual administration, (2) production response (say or write) v recognition response, and (3) the stimuli or materials used to evaluate phonics. (HOD)

Concludes that performance on selected items of a reading comprehension test can be predicted on the basis of performance on Piagetian classification tasks, even when other factors are controlled by a highly parallel subtest. (HOD)

Analyzes a commercially marketed reading comprehension kit and concludes that the multiple-choice comprehension questions assessed students' test-wiseness and general knowledge rather than their comprehension of the passage to which the questions referred. (AEA)

Certain kinds of multiple-choice reading comprehension questions may be answered correctly at the higher-than-chance level when they are administered without the accompanying passage. These high risk questions do not necessarily lead to passage dependence invalidity. They threaten but do not prove invalidity. (Author/CP)

Offers evaluation methods based on criteria that relate directly to instructional techniques appropriate for adult learners, benefit both teacher and student, and preserve the integrity of the mature student. (Author/FL)

Stability coefficients on the Gray Oral Reading Tests were calculated for 68 elementary grade children classified as learning disabled. (Author)

Describes the usefulness of a cloze test given after an initial oral reading of the same passage. (MKM)

The results of the Woodcock Reading Mastery Tests were found to be quite similar for both learning disabled and normal Ss, with high reliability and a unidimensional factor structure. The same was found for the Keymath Diagnostic Arithmetic Test, though the assumption of a unidimensional math achievement was found to be less defensible for the LD…

Describes the way foreign languages have been taught in the Netherlands, the way reading comprehension in a foreign language is tested there, and educational objectives that should be taken into consideration in teaching foreign languages. (GT)