Represents a collection of normative data for the survey of reading attitudes using a sample of (N=90) inner city remedial readers. Reliability estimates for Expressed Reading Difficulty and Reading as Enjoyment justify their use in making inferences about students. Lowest reliability was for Alternative Learning Modes. (JAC)

A factor analysis of 12 scales of the Olguin Diagnostic Test of Auditory Perception, two measures from a standardized reading test, and six personal-family-demographic factors revealed six interpretable dimensions for a sample of 95 Spanish-language-oriented children in the first and second grades. (Author/CTM)

The construct validity of reading comprehension test items was studied in a two-stage process. Five characteristics of task difficulty were defined and a heterogeneous set of 52 items were rated for these characteristics. Then correlations were obtained between ratings and item difficulty data. (CTM)

Reports on reading research studies conducted in Great Britain during 1979, noting that two areas have attracted much more attention recently--reading comprehension and the importance of motivation. (HOD)

The scope and nature of sex differences in the Graduate Record Examination are explored by identifying individual test items that differ from the other items in terms of the magnitude of the difference in item difficulty for the sexes. In general, limited evidence of differences was established. (Author/CTM)

This article describes a reading improvement program operating in elementary schools near Copenhagen. Students take an annual reading test. The classroom teacher and the reading specialist review class scores to identify special-needs students and to plan reading program changes. General reading progress has been improved by this method. (SJL)

Reviews elements of college entry assessment, diagnosis, and analytic tests and surveys. Discusses what to assess and how, gathering information and the ethics of tests and describes various achievement, guidance, vocational, reading, and self-concept tests. (MB)

The authors of a report on the technical adequacy of alternative reading measures reflect on issues concerning "whole language" terminology, the use of both quantitative and qualitative measures, and instructional decision making. (DB)

Combined multiple regression and classification and regression tree (CART) analyses to study the interrelationships of variables that affect the item difficulty of items on tests of second language reading and listening comprehension. Results for 214 computerized items completed by 87 nonnative English speakers show the value of synthesizing…

This study compares the effect on instruction of two strategies used by special education teachers (N=22) to monitor reading skills development. One strategy used only the overall performance indicator from a written recall measure; the other used this indicator in conjunction with a more qualitative analysis of student protocols. (IAH)

A 52-item inventory was constructed to measure the metacognitive awareness of adults. Items were classified into eight subcomponents under categories of knowledge and regulation of cognition. Two experiments with 307 undergraduates support a 2-factor structure. Implications for assessment are discussed. (SLD)

Provides 14 annotated citations from the ERIC database that focus on reading diagnosis, assessment, and remediation of learning-disabled college students. (PRA)

Reliability and validity of a new measure of cognitive speed, the Speed of Thinking Test (SST), were investigated with 129 college students, who also completed a vocabulary test, a test of reading speed, and a test of reading comprehension. The SST appears to be a reliable and valid measure. (SLD)

Sixth-grade students (n=22) with learning disabilities were administered a curriculum-based reading measurement over 18 weeks and attitudinal and self-perception measures as pretests and posttests. Students' self-perceptions of reading competence improved. Attitudes toward oral reading, while not improving, were positively related to fluency.…

To investigate the relationship between reading and listening test scores, 3 different sets of listening items accompanied by answer sheets requiring varying amounts of reading were administered to 1,200 students in grades 3 through 8. Listening scores increased as more printed information was added to the answer sheet. (SLD)