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Tests\n\nfor the Secondary Grades:A Review and Evaluation  \nWilliam Blanton,Boger Farr,and J.Jaap TuinmanEditorsIndiana University  \nRTAT  \nAn IRA Service Bulletin  \nINTERNATIONAL READING ASSOCIATION ·Newark,Delaware  \n# INTERNATIONAL READING ASSOCIATION\n\nOFFICERS  \n1972-1973  \nPRESIDENT  \nWILLIAM K.DURR,Michigan State University,East Lansing,Michigan  \nPRESIDENT-ELECT  \nMLARDH.BLACK,Los Angeles Unified School District,Los Angeles,California  \nPAST PRESIDENT  \nTHEODORE L.HARRIS,University of Puget Sound,Tacoma,Washington  \nDIRECTORS  \nTerm expiring Spring 1973  \nMARJORIE S.JOHNSON,Temple University,Philadelphia,Pennsylvania  \nROBERT KARLIN,Queens College,City University of New York,Flushing,New YorkOLIVE S.NILES,State Department of Education,Hartford,Connecticut  \nTerm expiring Spring 1974  \nWILLIAM ELLER,State University of New York,Buffalo,New YorkWILLIAM J.IVERSON,Stanford University,Stanford,CaliforniaEUNICE SHAED NEWTON,Howard University,Washington,D.C.  \nTerm expiring Spring 1975  \nHAROLD L.HERBER,Syracuse University,Syracuse,New YorkHELEN K.SMITH,University of Miami,Coral Gables,FloridaGRACE S.WALBY,Child Guidance Clinic of Greater Winnipeg,Winnipeg,Manitoba  \nExecutive Secretary-Treasurer  \nRALPH C.STAIGER,University of Delaware,Newark,Delaware  \nAssistant Executive Secretary  \nRONALD W.MITCHELL,International Reading Association,Newark,Delaware  \nPublications Coordinator  \nFAYE R.BRANCA,International Reading Association,Newark,Delaware  \nCONTENTS  \nForeword iv  \n1 Criteria for Reviewing Tests  \n8 Selecting a Reading Achievement Test  \n9 Test Reviews  \n53 Appendix  \n\n| This Reading Aid was developed under the auspices of  \u003Cbr>the members of the IRA Evaluation of Tests Committee:  \u003Cbr>Lawrence M.Kasdon  \u003Cbr>William Blanton  \u003Cbr>Carolyn E.Massad  \u003Cbr>Frederick B.Davis  \u003Cbr>Roger Farr  \u003Cbr>Nancy Roser  \u003Cbr>Robert Schreiner  \u003Cbr>Walter Hill  \u003Cbr>J.Jaap Tuinman  \u003Cbr>Marjorie Seddon Johnson   |\n| --- |\n\n# FOREWORD\n\nThe need for classes in developmental reading at the secondary school levelwas recognized before World War II,and a few schools pioneered inoffering such courses.In the decades that followed,secondary schoolsincreasingly saw the need and provided some students,at least,with theopportunity to acquire reading skills commensurate with their levels ofability,achievement,and purposes.A few schools instituted readingcourses for all their students,and some forward looking state departmentsof education required a course in the teaching of reading for initialcertification of all secondary school teachers.  \nIf the secondary school accepts the obligation of teaching all studentsto read at the level of their abilities,then the materials and methodsemployed need to be appropriate to the levels of the learners.How todetermine these levels is a continual problem,for the longer the studentsstay in school,the greater the range of achievement becomes within agiven class and the greater the opportunity for variation in the specificskills each student possesses.  \nThe Reading Aids Series was designed to provide practical suggestions,and this one presents ideas for utilizing standardized tests along with aninformal inventory to determine the reading levels of secondary schoolstudents.It also includes comprehensive reviews of the most commonlyused standardized tests for high school students and gives informationabout their construction,standardization,administration,and use.Fur-thermore,the booklet serves as a kind of sequel to another IRA publica-tion,Tests of Readiness:A Review and Evaluation by Roger Farr andNicholas Anastasiow,1971.  \nTeachers in the secondary school,whether specifically assigned to teachclasses in reading or in other subjects,should find this collection helpfuland practical,for it brings together data that would be difficult andtime-consuming to assemble.The authors have compl","cbCaimOAHyzMaMmW","https://ap.wps.com/l/cbCaimOAHyzMaMmW","pdf",4044650,"English","# FOREWORD\n# Chapter 1\n## Why Such A Book As This One?","[{\"question\":\"Who is the book primarily intended for?\",\"answer\":\"It is intended primarily for classroom teachers and other personnel directly concerned with selecting reading achievement tests.\"},{\"question\":\"Why does selecting a reading achievement test require a specialized guide?\",\"answer\":\"Advances in test development have rapidly expanded theory and practice, making test selection increasingly complex and less tied to older classroom measurement courses.\"},{\"question\":\"How has computer use affected reading test construction and revision?\",\"answer\":\"Rapid computer analyses of statistical characteristics allow manufacturers to revise tests more frequently and base changes on more accurate information about each test question’s effectiveness.\"}]","Reading Tests - for the Secondary Grades - A Review and Evaluation | PDF",1791875502,176]