As part of the work from the Content Area Reading Project (CARP), which focuses on inservice teacher education in content area reading, a study examined the effects of an inservice content area reading program reflecting the CARP model on student reading and study skills achievement. The study also compared the uses of norm-referenced tests versus…

A reading ability test is described in terms of its purpose, its outline, its reliability, and judgments about the relevance of its content. Copies of the two forms of the test and the answer key are appended. A review of some of the literature on literacy indicates the difficulty of reaching consensus in its definition or in the setting of…

This publication is designed to give classroom teachers and reading specialists at all levels 42 ready-to-use informal diagnostic devices for the early and accurate identification of individual and group reading needs. It is organized into eight sections. The first contains suggestions to aid teachers in using various testing devices. The…

The Developmental Reading Mastery Test of oral reading, comprehension, spelling, and language skills is based on curriculum materials by the Bloomfield-Barnhart reading program, Let's Read. The non-graded program teaches reading in eleven steps (skill sequences), with corresponding subtests, as follows: (1) shape discrimination, directionality;…

A collection of 33 reading items are presented for state and local education agencies to draw upon in designing their own minimal competency tests. These items, developed by the National Assessment of Educational Progress, have been reviewed in terms of their appropriateness for testing competencies required for high school graduation. The items…

Two Basic Skill Centers were set up on 1968 to help inner city students improve their reading skills. The Centers were supported mainly by the Minneapolis Public Schools although ESEA Title I funds provided teacher aides. This report covers the sixth year's operation of the project. Substantial changes in the Centers' operations are described. The…

Two Basic Skill Centers were set up in 1969 to help inner city students improve their reading skills. The centers were supported mainly by the Minneapolis Public Schools although ESEA Title I funds provided teacher aides. This report covers the fifth year's operation of the project. Substantial changes made in the centers' operations are…

The teaching of reading is an important aspect of the total Adult Basic Education (ABE) program. The basic problem was: How is the teaching of reading in Nebraska being carried out? In trying to answer this question the document lays the groundwork by opening with a review of related literature and then discusses in detail the type of data…

The papers in this yearbook are, for the most part, research investigations and position papers concerned with theoretical issues. The papers are grouped according to major areas which include: "Investigations of Studying," which looks at student-generated questions, advanced organizers, pre-outline organizers, and practice effects;…

California law requires that the reading performance of children in selected grades throughout the state be tested. Since wide variations exist among California school districts in geographical, social, financial, and many other conditions, information related to many of these conditions in which pupils are learning to read is reported, thus…

The present research was conducted to determine the relative importance of a variety of background variables and school effects on curriculum assignment in public high schools. The emphasis was on the sociological processes of selection and differentiation within schools, and the role of education in facilitating or blocking social mobility. A…

When selecting standardized reading tests for purposes of decision making, the school psychologist must answer several questions, such as "What reading skills do I wish to assess?" or "How do I judge if the test is technically adequate?" Recommendations for test selection are made within the context of these questions.…

This report provides research-based answers to questions about literacy development from infancy to age 6, with emphasis on the development of these skills in precocious readers. The question-answer format considers the importance of reading with young children, other activities to help young children learn to read, normal development of reading…

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on changing perspective in reading assessment is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the topic; the…

Covering the most important aspects of assessing adult basic readers, this collection of articles is introduced by a discussion of the purpose of resource books for adult education. The first article then examines the rationale for assessing reading ability and stresses the importance of purpose and design in assessment. The second article reviews…