Shows that a score obtained on a retest using the reading reinforced technique gives a useful measure of reading capacity and apparently provides a successful method of screening students for reading programs. Tables, graphs, and bibliography. ( RW)

Discusses test-taking skills and their application to tests of reading achievement. Presents a rationale for teaching these skills, lists a comprehensive set of skills relevant to standardized reading tests, and offers suggestions for teaching the skills and helping children use them. (FL)

Encourages teachers to evaluate the strategies used by their students in comprehension. Argues that this will provide information that will help in planning instruction. (FL)

Notes that because reading and writing are separate but complementary aspects of a single language system, the way teachers plan activities determines the way in which children's writing helps them develop insights into their reading. (FL)

Concludes that modified standard reading inventories may be made more useful for assessing the specific abilities and needs of disabled readers. Offers suggestions for making modifications. (FL)

Concludes that standardized tests do not always reflect children's actual reading achievement and that the tests may not measure performance on the same types of material emphasized in basal series. (FL)

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)

Describes the Reading Comprehension Interview, an individual interview procedure for gathering information about students' perceptions of classroom reading activities. Explains how it can help teachers gain insights into students' actual reading strategies. Contains a copy of the interview. (FL)

Responds to Fry's article in the January 1971 Reading Teacher, The Orangoutang Score." Suggests that chance level scores should not be assumed to have arisen only from random processes and that there are methods for identifying a thoughtful, nonrandom performance. References. (VJ)

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)