Uses a scale to analyze three tests used for assessing community college students' reading levels: The Stanford Diagnostic Reading Test (SDRT), the Nelson-Denny Reading Test (NDRT), and the Iowa Silent Reading Tests (ISRT). Judges the ISRT to be the best and the NDRT to be unacceptable according to the criteria of the scale. (FL)

A 2.5-year longitudinal study of the reading scales of the Stanford Achievement Test confirmed the redundancy in its subtests. Strong and stable test-retest reliability coefficients were evident and supported the use of the Stanford total reading scale for longitudinal evaluations. (Author)

Concludes that the Slingerland Screening Tests were reliable and useful in locating primary school children who were experiencing reading difficulties and were in need of individual attention. (FL)

The relationship of Bannatyne's Wechsler Intelligence Scale for Children-Revised (WISC-R) recategorized factor profiles to reading was analyzed. Subjects were grouped by reading achievement, age, and intelligence quotient. The relationship of spatial, conceptual, and sequential factors to reading achievement was explored, and the factor profiles…

Describes the elements and application of a teacher-made performance-based assessment tool for teachers of beginning readers or nonreaders. A sample performance assessment checklist is included. (HTH)

Concludes that reading comprehension tests that are valid for beginning readers should incorporate different factors than tests appropriate for upper elementary readers, since word recognition and word meaning are prime sources of difficulty for younger readers while content density depresses the performance of readers in upper elementary grades.…

Pretest and posttest measures of reading were obtained for two groups of learning disabled elementary students for 2 years. The argument was made that based on reliability considerations, practical issues, and ethical concerns, teachers might be better off to opt for the direct approach to evaluating their reading programs. For related information…

After taking a standardized reading achievement test, student reading attitudes were most positive when students had previously been counseled on the purpose and nature of the testing and when their scores were interpreted to them. (JT)

Consists of practical classroom techniques. Topics covered are: (1) reading/studies skills techniques for college freshmen, (2) teaching main ideas, (3) a team approach to content area reading, (4) readers theatre, (5) survival skills, (6) passage dependence tests, (7) leisure reading, and (8) using music in informal diagnosis and motivation. (MKM)

Investigated the effects of instruction in test-taking techniques upon the standardized reading test scores of second-grade Black students. The experimental group performed significantly higher than the control group when administered the Stanford Achievement Test. Counselors should help students increase their test wiseness. (Author/JAC)

Results of a study of 39 secretaries support the use of job-related performance task tests to reveal the specific abilities and needs of employees. (DD)

The article reports on the preliminary findings of a study of 392 Australian kindergarten children to determine which tests are the most predictive of later reading ability and disability. (Author/DLS)

A technique for observing reading behavior called the disruptive effect is presented. The technique involves interspersing unusual words or pseudo-words into a text and observing errors made during oral reading. Results of research on the technique are presented. (JKS)

Notes problems in using reading tests intended for children when testing adults; attempts to clarify some of these problems by making explicit the assumptions implicit in the practice of using children's reading tests with adults. (GT)

Reports on research in the following areas: reading tests and standards, dyslexia and specific reading retardation, remedial reading, reading development, and reading materials. (GT)