Notes that, while the test is not recommended for children at the lower and extreme upper levels, it does provide a valid and reliable measure of some of the abilities that may be involved in the reading behaviors of five- and six-year-old children. (FL)

Research indicates that a special version of the cloze procedure is a reliable test of reading comprehension. (RB)

Warns that scores on standardized reading tests which fall at or below the chance level should be disregarded and suggests that teachers administer a lower level of the same test. Table. (RW)

Finds a number of problems with the test and concludes that there is little real advantage to using it in preference to other published informal reading inventories now available. (FL)

Describes a revision of the Names Test, an easy-to-administer phonics assessment. Describes what was done to increase the test's category reliability, to further examine the test's validity, and to enhance its usability. (SR)

Concludes that the "Inventory of Teacher Knowledge of Reading" is valid in discriminating between the specialist and non-specialist in reading, but that it fails to verify the seven components that the authors claim to measure. (RB)

Concludes that the instrument reviewed is a carefully designed test incorporating a new interpretation of standardization and improved definitions of traditional reading levels. (FL)

Some basic facts about test construction and uses and abuses of standardized measures. (Author)

Provides a system for evaluating both the quality and the appropriateness of the placement and instructional tests that accompany basal reading series. (FL)

Discusses the strengths and weaknesses of Reading Yardsticks, a criterion referenced test. Concludes that there are significant problems associated with its effective use. (FL)

Concludes that for fourth and fifth grade students in compensatory reading programs, using test forms from a lower grade level and converting the scores might give a more reliable estimate of achievement. (FL)

Evaluates the Computer-Based Assessment Instrument (CRAI) as a test for reading proficiency. Notes strengths of CRAI, including its use as a quick assessment of silent reading comprehension level, and the problems with readability and content specific words lists and the lack of scoring features. (JC)

Concludes that there are numerous problems with the test studied. Argues that the abilities it assesses and their relationship to reading and reading instruction are not sufficiently understood to warrant the test's use. (FL)

Concludes that the test has a well-designed reading booklet and a carefully constructed manual, but that it has a narrow applicability. (FL)