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)

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)

Describes a revised readability formula for Vietnamese that differentiates between Vietnamese and Sino-Vietnamese compound words and discusses its validity and reliability. (HOD)

Reviews the Stanford Writing Assessment Program that has three intended uses: district-wide survey of students' writing ability, diagnosis of classroom or district-wide instructional strengths and weaknesses, and staff development through training for administering and scoring of writing samples. Notes that of these uses, none is necessarily best…

Reviews the Curriculum Referenced Tests of Mastery that are intended to measure achievement, with the emphasis on measuring what a student has learned rather than predicting future success in school, concluding that the tests are worthy of consideration by any district. (HOD)

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)