A fourteen-item test designed to measure knowledge of the meanings of words used in directions for non-prescription medication was constructed to illustrate the use of criterion-referenced measurement in reading. (TO)

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)

Finds that many commercial reading comprehension test items are not passage dependent. (RB)

Students know more than they think they know, so guessing gives better scores even when there's a penalty for errors. (JM)

The study focused on an analysis of the readability of directions on harmful household products. High school students' reading ability was tested using eight sets of sample directions. The results of the study indicate a need for improving the students' ability to read directions on such products. (EC)