Reviews the Nelson-Denny Reading Test (Forms E and F) and finds it an easy to use and valid norm-referenced survey test for determining the level of student reading achievement, assessing individual differences, and deriving group means. (AEA)

Warns that college reading instructors must be aware that standardized tests do not measure the types of skills taught in reading classes. Argues that reading instructors need to develop an awareness of what the scores on standardized reading tests do and do not tell them. (RAE)

Describes Fry's Readability Graph for determing the variations in difficulty throughout textbooks. (RB)

Reviews data indicating that overall reading achievement in the primary grades is as good or better than ever before, and points to inaccuracies in critics' claims to the contrary. (MKM)

Students who feel they have some control over what happens to them may make greater gains in reading achievement. Methods to promote this behavior in the reading classroom are described. (MKM)

Differences in readers' perceptual style and conceptual temp may influence how they select, perceive, and organize graphic information for meaning. (RB)

Provides a rebuttal to a television interview on the "Phil Donahue Show" in which John H. Richards suggested that many people suffer from an incurable disease called dyslexia and will never be able to read. Insists that with hard work, dyslexics can learn to read. (MKM)

Describes the Gates-MacGinitie Reading Tests and evaluates their suitability for testing reading, concluding that they appear to be carefully developed survey tests of general reading achievement. (DD)

Contains a review of the reading tests for use in diagnosis at the secondary level. (RB)

Reading specialists can and should take action that will help determine the nature of public policies affecting reading. (MKM)

Examines eight years of reading test scores of entering college freshmen and analyzes the data, taking into consideration relevant contributing factors and testing trends. (HOD)

Reports the results of a longitudinal study that associated reading achievement with volume of reading and the selection of a book with its content, appearance, and its popularity with the reader's friends. (AEA)

Reports on a survey of 78 seventh-grade students, conducted to investigate the relationship between television viewing and reading achievement. Notes that good readers' viewing habits were not significantly different from those of poor readers. (JT)

Compares two methods of teaching reading, concluding that junior college reading lab students benefit more from individually prescribed than from self-selected programs. (RB)