Providers of tests of languages for academic purposes generally claim to provide evidence on the extent to which students are likely to be able to cope with the future demands of reading in specified real-life contexts. Such claims need to be supported by evidence that the texts employed in the test reflect salient features of the texts the test…

This study extended the exploration of the development of word identification speed to younger skilled and less skilled readers. It focused on the attainment of unitized speeds to determine when the final phase in reading development (the speed of processing) is reached for familiar words during the early years. (Author/PN)

Describes the Reading Comprehension Interview, an individual interview procedure for gathering information about students' perceptions of classroom reading activities. Explains how it can help teachers gain insights into students' actual reading strategies. Contains a copy of the interview. (FL)