Discusses the uses and limitations of a test designed to identify that reading disabled subgroup whose principal deficit is in the ability to deal with visual stimuli holistically. (AEA)

Argues that the Degrees of Reading Power test is not a valid tool for its main purpose, matching students to appropriate texts, because the test's units of text difficulty are not uniformly comparable to the test's units used to reflect a reader's ability. (HOD)

Argues that colleges can use Verbal SAT scores to place freshmen in reading courses when comprehension measures are not available. (HOD)

Reviews the 3-R's Test that measures achievement in three academic content areas: reading, language, and mathematics. Cautions that it lacks data supporting its validity and scaling. (HOD)

Describes an alternative method of placing students in reading groups which reduces reliance on achievement tests, yet remains manageable enough for large groups of students. Describes the six formal and informal measures used in placement: achievement test scores, IQ scores, attitude scores, current placement, grade in reading, and teacher…