The purpose of this study was to measure the interrelationships of students' perceptions of their school environment, IQ, and teacher ratings of students as they correlate with reading achievement. An Environmental Press Instrument (EPI) consisting of four subtests measuring View of Self, View of School, How I Think My Teacher Views Me, and How I…

Differences between comprehension of inductively presented material and of deductively presented materials as reflected by scores on multiple-choice and cloze tests of comprehension were sought using specifically constructed materials. The Logical Patterns Test was designed with a series of multiple-choice tests in one section and a series of…

Content related to reading comprehension, in three nationally used third grade reading curricula and two common standardized tests, was analyzed in order to discover congruencies and incongruencies in content coverage and emphases. Frequencies of exercises from the curriculum materials and of items from the standardized tests were calculated for…

Reviews past research and cites new research which suggest that subscores on reading comprehension tests really test the same thing and thus are not useful for diagnosing ability in skill areas. (MKM)

Examines the accuracy of students' perceptions of whether enough has been learned from a text to pass a test in the experiments. Reveals consistent, although nonsignificant, increases in accuracy of perceived readiness for examination performance (PREP) from before reading to after reading. Indicates that only the before-reading to after-testing…

Analyzes eight leading basal reading programs to determine the types of writing included in each and the array of writing types used in three standardized reading tests included in the programs. (FL)

Concludes that if students are provided with background information about topics included on the comprehension section of a standardized reading test, they will score higher on the test than will those not exposed to the information. (FL)

Focuses on the stated purposes of reading evaluation, examines trends in the types of assessments used, and looks at some possible indicators of changes in literacy levels in the Canadian Provinces. (CRH)

Concludes that most elementary school teachers surveyed were familiar with informal reading inventories and knew how to administer them. (FL)

Demonstrates that the reflection-impulsivity dimension is related to some reading tasks but not others. Finds in particular that not all word recognition tasks are affected by conceptual tempo. (FL)

Two types of questions were inserted in reading material either before or after certain text segments to see how they affected learning. (MM)

Concludes that the usefulness of reading interest assessment is not impaired by the change in students' reading interests across a 36-week interval. (FL)