The use of readability formulae to estimate the difficulty levels of vocational reading materials, the determination of relationships of reading skills to job proficiency, and the relationship of general reading ability to performance on specially constructed job reading task tests (JRTT) are discussed to define the literacy skill demands (i.e.,…

This study was designed to examine the validity of the Cooperative Reading Comprehension Test (CRCT), Form 1A, for advisement purposes. During the period under study, February 1967 through September 1969, 1,020 people took the test, and 39 percent of those tested enrolled at Hofstra University. CRCT scores on the average differentiated those who…

Developed for secondary school teachers who are looking for effective ways to develop and extend the reading skills of students, this handbook provides the teacher with a description of programs, tested lessons, and methods used. It also includes suggestions for (1) understanding the comprehension skills and the kinds of assignments necessary for…

During 1970 and 1971, the National Assessment of Educational Progress (NAEP) conducted its first assessment of reading, measuring the achievement of specific reading objectives by individuals aged 9, 13, 17, and 26-35. In 1974, the Right to Read Effort directed that a Mini-Assessment of Functional Literacy (MAFL) be conducted to determine basic…

This study was designed to develop and standardize parallel forms of a criterion-referenced test for measuring the proficiency of undergraduate college students in the application of syllabication skills. Twenty-seven classes in 14 colleges and universities participated in the final standardization of the tests. Analysis of results indicated that…

Investigated effects of text availability and variations in directions on children's and adults' ability to draw inferences from information implicit within a text. (AA)

Fourth-grade good and poor readers were given six different digit span tasks in which task structure (simultaneous vs sequential presentation of digits) and modality of presentation (visual vs auditory) were varied. Task structure was more powerful in predicting test performance than was modality of presentation. (Author/BH)

A highly reproducible scale of difficulty of word identification tasks was identified for both good and poor readers: consonant-vowel combinations and short vowel words were learned first. Long vowel words, special rule words, and nonsense words were more difficult. Reading instruction should parallel this sequence since it follows learning…

Discussing G. Neuner's article on the reading comprehension test in issue no. 2, 1977, of this journal, the construction of the test, the distribution of points, problem design, and choice of texts are criticized. Suggestions for correcting are given. (Text is in German.) (IFS/WGA)

Using norm-referenced reading achievement tests as both "criterion referenced" (through repeated administration of the same form at successively higher grade levels) and as norm-referenced (in the usual manner) helps to differentiate individual changes in learning how to read as well as individual differences in gaining information from textual…

Students were randomly assigned to read a text passage displayed on microcomputers in one of four conditions: (1) required reviewing of main; or (2) alternate text when responses to adjunct questions were incorrect; (3) reading with adjunct questions; and (4) reading without adjunct questions. (Author/LMO)

Discusses the evaluation and testing procedures schools use to evaluate and test reading achievement. Identifies three major categories of tests: achievement/survey, diagnostic, and informal reading inventories. (AEW)

Evaluates the Computer-Based Assessment Instrument (CRAI) as a test for reading proficiency. Notes strengths of CRAI, including its use as a quick assessment of silent reading comprehension level, and the problems with readability and content specific words lists and the lack of scoring features. (JC)