Article describes problems encountered by school districts over publication of student reading test scores, and lists ways to insure correct test result interpretation. (SP)

Finding the readability level that challenges the child at his optimum level of instructional performance can help teachers provide for individual differences. (Author/RY)

Outlines the facet approach to item construction which makes possible the systematic construction of both the distractor and question parts of test items. (MB)

Views controversies over the Miller-Unruh Reading Act as the origin of total state involvement in the teaching of reading in California. (MD)

Compares results of the McKee Inventory of Phonetic Skills, a nonsense word test, and a substitution test as measures of children's phonetic errors and concludes that the substitution test is the most useful. (MD)

Suggests how test consumers can improve the evaluation of students' reading performance by (1) carefully examining tests to match teaching objectives, (2) employing a wider variety of evaluation techniques, (3) abandoning the use of standardized reading tests as indicators of instructional reading level, and (4) interpreting subtest scores of…

Recommends eight uses of standardized reading tests: (1) grouping within classrooms, (2) comparing with various norm populations, (3) screening and obtaining diagnostic clues, (4) obtaining diagnostic information, (5) determining reading level, (6) revealing instructional objectives, (7) guiding parents, and (8) having a student evaluate his own…

Compiles information about technical properties from test reviews and manuals and presents information about the nature of test passages, questions, and comprehension skills. (FL)

Issues involved in identification and definitions of giftedness are examined. Six areas comprising a broad definition are listed, and critical aspects of the identification process are considered, leading to review of a five-step model. Finally, the use of standardized intelligence and reading tests is considered. (CL)

Findings suggest that modestly good predictions can be made between IQ as measured by the Wechsler intelligence scales for children at age five and one-half and scores on group reading tests administered at ages seven and eight years. (FL)

Finds that the Durrell Analysis of Reading Difficulty is difficult to administer and interpret, takes considerable time to give, and is not comprehensive. (FL)

Understanding the purposes of different types of testing is essential if test results are to be interpreted properly. (DD)

Reviews the Nelson-Denny Reading Test (Forms E and F) and finds it an easy to use and valid norm-referenced survey test for determining the level of student reading achievement, assessing individual differences, and deriving group means. (AEA)

Provides evidence of some predictive validity of the Nelson-Denny Reading Test (NDRT) for college students. Argues that because the NDRT is more convenient and economical to administer, it can serve as a feasible alternative to the SAT when a quick verbal measure is needed in the college setting. (FL)