Considers how the topic of accountability and high-stakes testing has become more critical given the heightened visibility and importance of tests and test results. Notes that trends indicate that scrutiny of public schools and assessment will increase and that students need and deserve to have the best information available regarding effective…

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)

This paper presents a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The study explores differences in the NAEP fourth, eighth, and twelfth grade reading scores by students' gender across the years 1992, 1994, 1998, 2000, 2002, and 2003. The study used the NAEP National Public School data. The statistically…

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)

Shows how third graders' error patterns on a reading test related to their cognitive styles. Suggests corrective teaching strategies to follow such categorization and analysis. (RL)

Reports on a study to develop and test a short form reading attitude survey which could be readily used by classroom teachers. Results showed that most students hold favorable attitudes toward reading, and that the survey is reliable, quick, and simple to use. (RAE)

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)

Kentucky's goal of reaching academic "proficiency" by 2014 illuminated 2002 reading test scores: 44.30% of middle and 71.25% of high school students scored below "proficient." The research question was, "Do teaching practices in schools with high reading achievement scores differ from teaching practices in schools with low…

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)

Reports correlations between scores on the Metropolitan Readiness Tests, teacher rankings of reading readiness, and socioeconomic (SES) status of 536 beginning first-grade pupils. Discusses results in terms of the effects SES may have on both a student's readiness scores and a teacher's view of student readiness. (FL)

Reports on a study that examined the predictive power of five specific prereading skills tests for first-grade reading achievement and assessed their value as indicators of reading readiness. (FL)