Subjects ranging from preschoolers to professors were asked to choose between pairs of stimulus pseudowords, the one most like a given target word. Unidimensional scale analysis, item analysis, and factor analysis of the data resulted in the following findings: (1) Adults showed a dominant preference to "addition" errors as opposed to errors of…

This study investigated the predictive value of certain tests in relationship to first grade reading success. The Metropolitan Readiness Test, Naming Letters Test, Light Response Test, and Matching Symbol Test were administered to 70 first grade students during the first two weeks of school. The Teacher's Reading Readiness Rating Scale was filled…

This book is a compilation of articles that are related to reading instruction. The materials covered in the seventeen chapters are: "Perspectives on Reading,""The Psychology and Psycholinguistics of Reading,""Reading Readiness,""Beginning Reading,""Measuring Reading Outcomes and Determining Needs,""Grouping for Effective Reading…

The objective for the Kansas Right-to-Read Program is to assure that every child enrolled in regular classrooms in public schools in Kansas shall be able to read fifth grade level material with at least 75 percent comprehension and a reading rate of at least 125 words per minute. This objective will hopefully be reached by 1980. It is proposed…

The purpose of this study was to measure the effectiveness of a monolingual versus a bilingual approach to the education of second-grade, Spanish-speaking children in New York City. The results were determined by measuring achievement in reading, which showed that the bilingual approach was indeed the more effective. The report includes an…

This report evaluates the corrective reading services for disadvantaged pupils in non-public schools who are deficient in reading, instituted by the New York City Board of Education under Title I, 1965 Elementary Secondary Education Act. The program is organized so that small groups of pupils meet with the Title I Reading Teachers to receive…

The Anchor Test Study is described as to objectives, the need for the study, tests selected for the study, States' participation, renumeration of School Test Coordinator, teacher participation, schedule of activities, reports of test results, pupil personnel data needed, and the tests administered during the restandardization phase and equating…

This yearbook contains the addresses presented at the fourth Annual Southwest Reading Conference for Colleges and Universities. In addition short reports of the special sections and additional materials are included. Part 1 contains addresses which consider the following: standardized reading tests, problems in evaluating college reading programs,…

It would be beneficial for ESL instructors to know the U.S. grade equivalent English ability of their students for placement purposes, especially if their instructional materials are keyed for U.S. classrooms. For this purpose, the Stanford Intermediate Level I Reading Comprehension Test was compared with the CELT-Structure Test. (Author/RM)

Analysis of the performance of 257 adult English-as-a-second-language students on six language tests (multiple choice, cloze, listening, reading, structure) indicated that age was a significant factor on listening and structure tests and high school graduation affected performance on all tests but one listening test. (Author/CB)

Using a counterbalanced order, 34 learning disabled students were given the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. When scores in reading recognition and comprehension subtests were compared, Peabody scores were higher, indicating that fewer students were certifiable as learning disabled by Peabody scores than…

Investigation of the relevance of student background discipline (185 college students studying science and technology, biology, and humanities and social science) on tests of reading comprehension in English as a foreign language found that content area passages do affect student performance on reading comprehension tests but not as greatly as…

Discusses two facets of the disparity between the way children learn and the way they are tested: the necessity of practice and the importance of prior knowledge. (FL)

Describes how principals provided critical support for applications of the Reading Style Inventory to reading programs in five schools. These efforts resulted in significant improvements in reading achievement and interest among students. Suggests six practices principals can follow to help ensure success. (PGD)

Examines the changes made in the Nelson Reading Skills Test, Forms 3 and 4, noting that the authors of the revised test have strengthened the test by requiring students to define words in context and by adding sections related to phonic skills, word parts, and reading rate. (HOD)