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

Contends that the use of the cloze procedure, frequently with modifications, can provide reading teachers with an interesting and instructionally sound approach for supplementing the basic reading program. Suggests that cloze techniques can be used both for teaching students how to read more competently and for evaluating their reading…

Indicates that standardized reading tests vary widely in terms of the number of skills measured and in terms of the relative emphasis on each skill in studies done at the high school level. (RB)

Suggests that informal word analysis inventories be used to determine a pupil's skill mastery level and, because of the flexibility of informal tests, that they are perhaps superior to standardized measures. (TO)

Discusses the basic precepts of the Reading Miscue Inventory as an evaluation of oral reading. (TO)

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)

Presents achievement data for the years 1970-71 through 1978-79 for elementary school children enrolled in the Northern Cheyenne Behavior Analysis Model of Follow Through. (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)

Measures the relationship between developmental maturity of kindergartners and their performance on a reading readiness test. Finds no significant differences in reading readiness based on age or sex. (RS)

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)

The purpose of this study was to determine the relationship between reading achievement and parental involvement for sixth grade middle school students. The participants were forty-eight sixth grade students who completed parental involvement surveys. The parents of these students also completed a parental involvement survey. The results of the…

Suggests that verbal aptitude may be a factor that affects the degree of students' test wiseness and may vary with the reading test that is administered. (Author)

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

Addresses the need to include all available data (physical, environmental, language, cognitive, affective, and educational correlates of reading) to evaluate students' reading strengths and weaknesses. Argues that this holistic approach makes the assessment of reading skills efficient and avoids test replication. (RS)

Summarizes educators' and researchers' concerns regarding the use and misuse of standardized reading tests. Suggests a different model for reading assessment. (RS)