With an increasing number of U.S. states implementing multi-tiered systems of reading support in schools, educators require validated screening measures to identify students at risk for reading difficulties and inform reading instructional practices. This study evaluates the utility and validity of a new measure developed as part of the Dynamic…

Whenever a major intelligence or achievement test is revised, there is always renewed interest in the underlying structure of the test as well as a renewed interest in the scoring, administration, and interpretation changes. In this interview, Amy Gabel discusses the most recent revision of the "Wechsler Intelligence Scale for Children-Fifth…

This article describes and reviews the Singapore-Cambridge General Certificate of Education Advanced Level General Paper (GP) examination. As a written test that is administered to preuniversity students, the GP examination is internationally recognised and accepted by universities and employers as proof of English competence. In this article, the…

The Wide Range Achievement Test-Revised and the Woodcock Reading Mastery Tests-Revised were administered twice to 269 current drug abusers over an average time interval of 204.2 days. Overall, the study demonstrates that the two instruments have strong psychometric properties and that results from current drug abusers are reliable. (SLD)

Describes a revision of the Names Test, an easy-to-administer phonics assessment. Describes what was done to increase the test's category reliability, to further examine the test's validity, and to enhance its usability. (SR)

Discusses the uses and limitations of a test designed to identify that reading disabled subgroup whose principal deficit is in the ability to deal with visual stimuli holistically. (AEA)

The merits and disadvantages of standardized and informal reading tests for limited English proficient readers are discussed. A growing reliance on standardized ("formal") tests due to their ease of administration and scoring is criticized because the tests are seen as: inadequate for describing students at high and low ends of the scale; not…

Argues that the Degrees of Reading Power test is not a valid tool for its main purpose, matching students to appropriate texts, because the test's units of text difficulty are not uniformly comparable to the test's units used to reflect a reader's ability. (HOD)

Matriculation regulations in California require that community colleges which adopt standardized placement tests demonstrate that the tests are valid predictors of future course success. A positive correlation of at least .35 between test score and subsequent student performance in a particular course is needed to demonstrate the predictive…

Concludes that the test has a well-designed reading booklet and a carefully constructed manual, but that it has a narrow applicability. (FL)

The usefulness of the 1992 TSA in reading was studied using interviews from 26 state directors of assessment. Perceptions about TSA credibility and orientation of test components and current use of TSA results were examined. The directors suggested involving more teachers in assessment, modifying descriptors, disseminating results quicker, and…

Subjecting the comprehension passages of the Gates-McGinitie Reading Test to readability analysis using a multiformula computer program revealed that the instrument can best be used for making comparisons between groups using the same test forms and levels in the same sequence. (FL)

Reviews the 3-R's Test that measures achievement in three academic content areas: reading, language, and mathematics. Cautions that it lacks data supporting its validity and scaling. (HOD)

The Detroit Tests of Learning Aptitude, 3rd Edition (DLTA-3) is a battery of 11 subtests that measure different but interrelated mental abilities. These are clinically assessed by the battery, which further attempts to delineate the factors that contribute to Spearman's factor for general intelligence. The DLTA-3 has age norms expressed for test…

A study compared the performance of 44 applicants seeking admission to an alternative high school (n=19) and nursing assistant program (n=25) at a Wisconsin postsecondary institution on the Assessment of Student Skills for Entry Transfer (ASSET) test and the Nelson-Denny Reading Test. (Applicants who did not achieve a minimum score on ASSET then…