The FRI and GORT tests are reviewed with attention to test rationales and purposes, test development, test administration, and making the purchase choice. Concludes that the FRI is the preferable test. (JK)

Two experiments compared the ability of learning disabled (LD) students and more typical age peers to answer such reading comprehension questions presented independently of reading passages. Results suggested a relative deficiency on the part of LD students with respect to reasoning strategies and test-taking skills. (Author/LMO)

A general assumption of most recent reports on high school education has been that only academic subjects relate to cognitive learning. Analysis of data for the seniors of the 1980 High School and Beyond data set indicates that completion of business courses by students not enrolled in academic courses also leads to cognitive achievement. (Author)

Describes a study designed to evaluate the relationship between performance on the TABE (Test of Adult Basic Education) Test and the GED (General Educational Development) Test. Analysis of the data shows that there was a significant correlation between all the subscores on the TABE and all the subscores on the GED. (CT)

To ensure that school board members can properly evaluate their school reading programs, some areas for consideration are proposed. These include: (a) analysis of test scores, (b) evaluation methods for teaching methods and materials, and (c) qualifications of personnel.(MD)

Reports an investigation of 31 elementary school students' strategies in answering reading questions from the Stanford Achievement Tests. Results demonstrated that students do employ specific strategies and suggested that test results can be improved by teaching students to attend to all distractors, refer to the reading passage, answer all…

The paper considers factors other than poor reading ability which may account for poor test scores of potentially gifted Hispanic bilingual students. It examines the nature of second language learning and its relation to language processing required by a reading test and the strategies of bright bilingual children which may negatively affect test…

Offers a humorous look at some approaches to research in reading. (FL)

To explain reading level clearly to parents of learning disabled children, teachers must focus on two broad areas: the differences between standardized tests, and the occasional mismatch between sequence of instruction and the test items, per se. (CL)

Reports that parents of third-grade students had clear responses to various styles of reporting standardized reading test scores and preferred one that indicated how the child had improved over past performance and that showed the toughest item the child could handle on the test. (FL)

Describes a testing task and scoring instrument for determining a reader's comprehension. (HTH)

Presents a checklist designed to measure the reading attitudes of beginning readers. Discusses the methods used to develop the instrument. (FL)

Explains how a microcomputer can save a classroom reading teacher's time by producing, administering, and scoring cloze tests. (AEA)

Discusses a study of the readability of the prose passages of the General Educational Development (GED) Test in comparison with high school texts, adult reading materials, and commercial GED tests. (JOW)