Demonstrates how a universal taxonomy of reading goals might be related to a taxonomy of reading means. (FL)

Reports on two studies of the effect of different typographic settings on the speed and accuracy of responses to cloze procedure reading tests. Concludes that in-text responding and dashes produce significantly higher scores. (SRT)

Reports the results of a state survey that examined community college reading assessment and diagnostic tools and makes recommendations about appropriate assessment and diagnostic tools for community colleges. (HOD)

The study considers the Peabody Picture Vocabulary Test, the Ammons Quick Test, and the Wechsler Intelligence Scale for Children. It examines the interrelationship of scores on the Gray Oral Reading Test, Spache's Diagnostic Reading Scales, and an informal reading inventory. Consistency of discrepancy scores to classify students is also studied.…

Examines eight years of reading test scores of entering college freshmen and analyzes the data, taking into consideration relevant contributing factors and testing trends. (HOD)

Suggests limitations on the sensitivity of cloze procedures to measure the ability of college students to use information across sentence boundaries. (AEA)

The feasibility of administering the Woodcock Passage Comprehension Test in written rather than oral form was examined. The written test was found to be a quick and valid assessment of students' reading achievement. (MKM)

Reports that tenth-grade students far exceeded chance mean scores on the Stanford Test of Academic Skills when given passage-out components (the publisher's questions without the accompanying reading passages); concludes that the results lend support to concerns regarding the valid measurement of reading comprehension. (GT)

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)

Summarizes the results of a series of factor analyses of a new test of literal comprehension using a multiple-choice cloze format. (JM)

Reports on a study testing the validity of the Names Test, an individually administered phonics assessment. Provides support for the Names Test's validity by showing it to be significantly correlated with established tests of word recognition and decoding ability. (SR)