This study describes the development of emotional and behavioral regulation in a regional cohort of children born extremely preterm (less than 28 weeks gestational age, n = 39), very preterm (less than 34 weeks gestational age, n = 56), and full term (n = 103). At 2 and 4 years, children born at younger gestational ages demonstrated poorer…

Motivating children to read on their own has been less of a priority than improving reading achievement in recent years, but many teachers are still asking, "How do I get my students to want to read?" The omission of motivation as a major component of reading instruction by the National Reading Panel (2000) was interpreted by many schools as a…

Elementary school children's word guessing is studied, and the results from individual and collective testing conditions are compared. The participants are 764 students from the second, third, and fourth grades (ages 8-11, 541 students from mainstream regular classes and 223 students with learning disabilities). About half of these students are…

The 169 paper and symposium presentations given during 57 sessions of the conference are provided in these two volumes. The first volume contains the keynote speech, which addressed military entrance processing command and its acquired immune deficiency snydrome testing program. Symposia topics in this volume include: (1) computerized diagnostic…

Ethical perspectives on testing children are explored and suggestions made for reorienting assessment. (RC)

A glossary of terms commonly used in discussing measurement is presented. Terms, arranged in alphabetical order, contain definitions as they pertain to the measurement field. Terms defined are: (1) achievement test; (2) age norms; (3) average; (4) battery; (5) ceiling; (6) criterion-referenced test; (7) diagnostic test; (8) domain-referenced test;…

Article explores four selected strategies of achievement test development, with implications of their application, including the use of information generated by each alternative. (Author)

Handicapped students' scores on timed and untimed editions of the Scholastic Aptitude Test (SAT) were studied. Of the approximately 1800 students studied, 79 percent were learning disabled. Handicapped students' performance improved with extended time, the increase being greater than that for nonhandicapped students tested with extra time.…

Behavioral assessment is seen as a way of individualizing programing for special needs pupils by obtaining information (through such techniques as self-monitoring, direct observation, and permanent product review) and evaluating information (social validation and single-case research designs). (CL)

Performance of 286 normal children (grades K-9) on the De Renzi and Faglioni form of the Token Test and the De Renzi and Ferrari Reporter's Test were analyzed. Two different scoring conventions were compared: number correct versus weighted scores. Normative data are presented by grade level and age. Specific administration and scoring procedures…

A comparison of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC) with 37 mentally retarded children revealed that the WISC-R Full Scale IQ resulted in scores significantly lower than the K-ABC Mental Processing Composite. (CL)

Discrepancy scores for four global scales and the Nonverbal Scale were examined for the Kaufman Assessment Battery for Children using the standardization sample as the data source. The range of subtest scores and the profile variability of subtest scores were determined for each sex, race, and age level. (Author/CL)

Effects of two methods of test-taking behavior on performances were compared. Further study is in order of the hypothesis that students who take exams in small groups working for a common grade will perform better then when taking exams individually. (Author/JB)