Reports that when given only the choices to reading comprehension items, some students are able to identify the correct choices without reference to the associated passage or the item stems, a characteristic that threatens the validity of reading comprehension tests. (Author/FL)

Concludes that H. R. Myklebust's Pupil Rating Scale is significantly and substantially related to reading and mathematics achievement as measured by the Metropolitan Achievement Test and the Short Form Test of Academic Aptitude. (FL)

Discusses passage content and style, accessibility of the passages, their completeness, the extent to which the items are passage-dependent, and the extent to which additional knowledge is required to answer the questions on reading comprehension tests and exercises. (TO)

Discusses study which supported the Piagetian theory concerning the cognitive functioning of the concrete operational child. (JM)

Reports findings of a study that compared the scores on the Woodcock Reading Mastery Tests with information from an informal reading inventory, from the Spache Diagnostic Reading Scales, and from the Slosson Oral Reading Test. (FL)

Details a study designed to test whether it was possible to decrease the predictive validity of the Metropolitan Readiness Test when students were grouped for reading instruction. (FL)

Investigates the validity of the Reading Anxiety Scale. Finds that (1) reading anxiety shows a stronger negative correlation with reading achievement than does general anxiety; and (2) although general anxiety and reading anxiety correlate substantially, reading anxiety measures something beyond general anxiety. (RS)

Describes the development and testing of an instrument designed to measure two factors--affect and anxiety--associated with reading avoidance. (FL)

Concludes that the Nelson-Denny Reading Test (NDRT) provides valid predictions of student academic aptitude and is a reliable measure of reading attitude. Finds no significant correlation between the NDRT and student self-concept. (FL)

Concludes that the Slingerland Screening Tests were reliable and useful in locating primary school children who were experiencing reading difficulties and were in need of individual attention. (FL)

Analyzes eight variables in diagnostic tests to determine which are the most predictive of reading levels and then discusses how much each variable adds to this prediction and whether the answers are equally applicable to grades three, six, and nine. (FL)

Compares seven reading expectancy formulae after converting each to stanines to determine whether the more stabilized formulae would produce similar decisions as to whether a student should be referred for further diagnosis. (FL)

Concludes that grade level scores on the Brigance Diagnostic Inventory of Basic Skills are consistent with those of the Wide Range Achievement Test. (FL)

Evaluates whether the "Degrees of Reading Power" reading achievement test (1) is a testing and teaching tool; (2) is a valid reading assessment; (3) should be used for third grade; and (4) correlates with other reading tests. Questions whether the test's Readability Report information really reflects test scores. (SR)