This article discusses the first draft of three objective tests given to students of English as a foreign language in a high school in Rome, Italy. Students' answers on the tests (Listening Comprehension, Reading Comprehension, Grammatical Structures) are analyzed. The tests will be rewritten, based on these observations. (Text is in Italian.)…

Discusses informal reading inventories and suggests that teachers adjust the inventories to their own teaching practices to assure reflection of students' ability to perform in the classrooms. (MB)

Discusses a study which compared informal reading inventory formats and which found that the most accurate measurement involved silent reading followed by oral reading. (MB)

Two types of poor readers are identified and compared with each other and with a comparable group of good readers for performance on a series of metalinguistic tasks. The specific problem underlying each of the two types of poor readers is shown to be related to two separable components of metalinguistic skill. (Author/LMO)

Concludes that the test has a well-designed reading booklet and a carefully constructed manual, but that it has a narrow applicability. (FL)

Reports on a study to develop and test a short form reading attitude survey which could be readily used by classroom teachers. Results showed that most students hold favorable attitudes toward reading, and that the survey is reliable, quick, and simple to use. (RAE)

Reliability and validity of "Degrees of Reading Power" test and "Iowa Tests of Basic Skills" reading comprehension and vocabulary tests were compared. Test scores, grades, and assigned reading levels of 191 fifth and sixth graders and 186 sixth and seventh graders in an eastern Iowa school district were used. Reliability and…

Argues that the tests used to measure reading achievement do not reflect recent advances in the understanding of the reading process, and that effective instruction best can be fostered by resolving the discrepancy between what is known and what is measured. (FL)

Describes a collaboration among policy makers, test developers, curriculum specialists, researchers, and classroom teachers in Michigan that has produced a new interactive definition of reading, new statewide reading objectives, and efforts to develop statewide tests that are more consistent with current theory and research. (FL)

Reports findings of a study of current practices in kindergarten programs showing that teachers seldom use test results to adapt instruction to individual needs. (FL)

Updates and extends an analysis of material in the postsecondary remedial/developmental reading field, indicating that the field is gaining professionalism. (JD)

It is unlikely that reading tests written in standard English can measure the verbal ability of nonstandard speakers. Phonological, syntactic, and lexical biases disproportionately place certain groups at a disadvantage and reinforce undesirable attitudes concerning language varieties. This can be remedied only when the society rids itself of…

The content validity of four reading achievement tests was evaluated with respect to third and fourth grade levels of the Pathfinder Allyn and Bacon Reading Program, using 29 third and 34 fourth graders. Instruments evaluated included subtests of the California Achievement Tests, Metropolitan Achievement Tests, Peabody Individual Achievement Test,…

The study examined the usefulness of the "Reading Miscue Inventory" to develop a remedial reading program with a Hispanic learning disabled 7-year-old male. The inventory aided in examination of the child's reading strategies leading to the selection of appropriate remedial reading activities. (DB)

Data generated through the National Assessment of Educational Progress's regular and special reading assessments during the 1970s indicate that the reading performance of historically lower-achieving students has risen considerably. Unfortunately, the significance of the data has not been fully explored by the news media. (PGD)