This study used a seven-stage instructional methodology to successfully teach a comprehensive test-taking strategy to six secondary learning-disabled students. Evidence of maintenance and generalization is reported. In the second article, answers are presented to questions about strategy training in general and this study in particular. (Author/DB)

Provides humorous look at the classroom from perspective of instructor. Focuses on test-taking behaviors of students, identifying 10 separate categories of test-takers: mysterious mystic, reliable rhythm master, antsy anguished, helpless header, persecuted pantomimer, equivocal eraser, pencil punctuator, conscientious chiropractor, miserable…

Testing professionals need to work with teaching staff and parents to help students prepare for standardized testing. Year-long preparation involving teachers and parents is a better alternative than teaching test wiseness strategies at the last minute before a standardized test. (Author/PN)

Applies the basic principle of performance to taking tests, poses some alternative views of test performance, and provides some general guidelines that will facilitate improved test-taking. (Author/CM)

Cites research to support the notion that the time of day in which the SAT is administered has a significant adverse impact on many students taking the test. Suggests that changes in testing procedures (making tests available via computer at any time of the day or year) will serve students. (RS)

Describes how the author prepares students for the test using genre study and problem-solving strategies. Notes how she struggles with questions about the role that tests play in schools and in children's lives. Notes the importance of teaching students how to take the test, but recognizes it has become more important to help them understand the…

The authors suggest solutions are emerging to the problem of attracting and retaining minority teacher candidates. Developing testwiseness programs and providing minority students with mentors and role models are discussed. (MT)

Argues that rather than excuse students with special needs from testing, educators should allow them to participate, provided appropriate interventions are granted. Suggests that testing can become a valuable learning experience. Provides test-taking strategies for special needs students, such as using a multisensory approach when studying,…

Presents in "journal entry" form, one year of teaching in particular that stands out as the year the author shifted from teaching facts to teaching children. Concludes that preparing students to perform well on standardized tests does not have to be separate from good teaching and authentic learning. (SG)

Notes the problem that comprehension questions that claim to assess students' skills in finding main ideas may in fact be measuring their knowledge of identifying the topic of a passage. (JC)

Test-taking skills should be part of learning-disabled students' instruction. Student performance on previous tests should be analyzed to determine lack of information, carelessness, misinterpretation, material not studied, or incorrect reading. Notetaking techniques, language problems, and special problems presented by essay tests and math tests…

Three students' concerns about testing range from the conditions under which tests are taken to what tests actually measure, to the personal sacrifices high school students must make to take nationally administered examinations. (Author/CM)

Argues for the increased use of cooperative learning within student groups with regard to test review. Provides data from two research projects that support the contention that cooperative test review improves student achievement. Suggests methods for implementing cooperative test review. (HB)

What whole language is and is not, what whole language instruction is and is not, and whether "subskills" can be integrated into a whole language approach are topics worthy of consideration. Whole language is natural language within a given context and in relation to a given situation. Isolated bits of language used for exercise rather…

Because motivational factors and test wiseness can contaminate testing used for needs assessments or evaluation purposes, techniques for increasing student and teacher motivation are discussed. Guidelines concerning guessing are also presented. While guessing is encouraged on program evaluation or screening tests, it is not advocated for…