Contains a short test of reading comprehension that encourages students to use common sense and powers of perception when studying reading. (RL)

Describes research about and teaching techniques for test-taking skills. (MKM)

Discusses the role of Canadian teachers' organizations in influencing possible legislation about competency testing. (MKM)

Investigated were the relationships between a wide variety of cognitive measures (including the Developmental Test of Visual-Motor Integration and the Illinois Test of Psycholinguistic Abilities) and five reading tests for 144 third grade children. (CL)

Attempts to determine whether three reading tests made separate contributions to a placement and diagnostic system developed for an open admissions municipal community college. (Author/DEP)

In this study the Graded Word List proved to be a poor indicator of fourth through eighth grade students' scores on an informal reading inventory. (MKM)

Notes that the same students who according to a reading test, were severly deficient in reading skills were mysteriously able to complete a complex research questionnaire, and showed academic success far beyond what the test predicted. (Author/AM)

Describes a technique for measuring reliability (the consistency of decision making across repeated test administrations) and validity (the accuracy of decision making between administration of a reading test and administration of a criterion measure) and gives an example of its use. (JM)

Standardized reading tests are likely to provide an inaccurate assessment of reading comprehension for deaf students due to the lack of test coaching and test taking skills; item irrelevancy; and the difficulty of test directions. Testing alternatives include parent and teacher observation of students and qualitative evaluations of reading skills…

Argues that process-oriented evaluation of children's literacy by the classroom teacher is more efficient and more instructionally valid than current test-driven evaluation procedures. (FL)

Notes that the National Assessment of Educational Progress's (NAEP) recent assessment found fundamental changes taking place in education and in society which render the apolitical, uniform, "one size fits all" approach to education dysfunctional. Calls for reconceptualizing reading instruction to benefit all readers rather than just the…

Examines the Test of Language Development-Primary (TOLD-P), an individual test of English language proficiency which has four principal uses: to identify problems in language proficiency: to determine strengths and weaknesses in language skills: to document progress provided by programs; and to serve as a device for research.(NH)

Introduces a technique for comprehension assessment that allows teachers who have had only a moderate amount of training to develop tests that are valid, reliable, and interpretable. Notes that the procedure can be based on any text without an extended tryout and revision process. (FL)

Concludes that the test has basic problems in construction, interpretation, validity, and reliability. (FL)

Reports on a study of the use of cloze passages in a developmental reading assessment program. The cloze procedure provides students with opportunities to practice their improved reading skills, while affording complete student-as-reader profiles. Concedes the value of standardized tests in determining student readiness to exit developmental…