"Although while pupils earned higher scores than nonwhite pupils on both tests, the Metropolitan produced significantly greater differences between the races than the Iowa, at both grade levels. (Author)

Results of experiment indicate that ability to deduce answers is at least as important as speed or comprehension; problems arise because too much attention is paid to very small fluctuations in scores." (Author/SP)

In this study, it is proposed that there exist various types of reading comprehension. Two types, literal and inferential are examined here. (Author)

Warns that scores on standardized reading tests which fall at or below the chance level should be disregarded and suggests that teachers administer a lower level of the same test. Table. (RW)

Current reading standards in British infant schools are considerably below those of the 1930's. (CK)

Describes a reading battery that was assembled to advance study and definitions of reading maturity. Factor analysis shows the battery to have greater implicit construct similarity to a popular taxonomy and diagnostic system than conventional measures typically address. (FL)

An experimental instrument to assess reading performance on the Optacon (a machine converting words to tactile stimuli) was pilot tested with 12 visually handicapped Optacon readers (11 to 18 years old). Subtests measuring letter and word recognition and reading rate were satisfactorily reliable, but the subtest measuring literal comprehension was…

Identifies the types of questions in standardized reading tests to reveal whether the tests cover various comprehension skills and measure students' growth in higher skills from year to year. (AEA)

Reviews four standardized tests geared to helping development educators in placing students in courses and assessing their learning levels: the Davis Reading Test; the Descriptive Tests of Language Skills; the Descriptive Tests of Mathematics Skills; and the Nelson-Denny Reading Test. (CAM)

The stability of subskill scores on the Reading Comprehension Test of the Iowa Tests of Basic Skills was studied. It was concluded that the subskills are of limited use in diagnosing specific strengths or weaknesses in a student's reading comprehension skill development. (Author/GK)

On all three tests, learning disabled children scored lower than control children. Also, the effect of removing dialect miscues as errors caused an overall increase in reading scores on all three tests. (Author/SB)

Five informal reading inventories and one standardized test containing graded reading passages were reviewed to determine their readability estimates. (HOD)