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A reading activities survey as part of the Targeted Research and Development Reading Program was done by interviewing 3,504 adults, aged 16 years or older, selected by area probability sampling. Among the preliminary findings was that the most frequent type of reading is newspaper reading. Seven out of 10 people read or look at a newspaper during a typical day, and they spend an average of about one-half hour with it. Most reading time is spent on the main news, local news, and comics. The most frequently given reasons for reading newspapers are to obtain general information, to obtain specific information, and to obtain another view on issues. Socioeconomic status of the newspaper readers or nonreaders is not markedly different. However, higher socioeconomic status is often connected to reading more than one paper, reading newspapers at work, and with reading editorials, letters to the editor, sports sections, and movie, book, or other reviews. Almost all respondents reported reading something while shopping, most often to find specific information. About 4 percent of the respondents were classified as nonreaders; one-half of these nonreaders were visually handicapped, one-fourth were foreign language readers, and one-fourth were illiterate. (AW)

Two-factor analyses of variance with multiple measurements on one factor were conducted for the five sections of the Test of English as a Foreign Language (TOEFL) and six language groups, and also for the items of each section, based on data collected at the first administration of this form of the test, in October 1969. the principal findings, that the Test x Group interaction and the Item x Group interactions were significant, indicated that some tests and some items were relatively more difficult for some language groups than for others. Displays of the Item x Group interactions were made by analyzing the item difficulty plots for each language group against a spaced sample of all candidates taking this form of the test in October 1969. A measure of the deviation of each item from the central tendency of the plot was developed, expressing the degree to which the item was especially difficult--or-easy--for a particular language group relative to the other items. Distributions of these measures are given for each of the five parts of TOEFL, for each of the six language groups. (Author)

An investigation of the General Educational Development (GED) tests is presented. Objectives of the investigation include: (1) to assess the validity of the tests for admission of nonhigh-school graduates to higher education, (2) to describe the backgrounds and experiences of nontraditional students who enroll in college on the basis of their GED test scores, and (3) to identify the advantages created by the granting of the academic high school credit by means of the GED tests. A questionnaire on educational background, experiences with the GED current status at college, attitudes toward various issues, and future plans was mailed to each or 1,367 junior and senior college students. The average subject was a 28-year-old male veteran who learned about the program in the armed services. Results include: (1) The performance of nontraditional students was significantly higher than that of graduating high school seniors on all GED tests except English; (2) Students who enrolled in senior colleges earned slightly higher scores on all tests than those enrolled in junior colleges; and (3) The relatively low intercorrelations of the tests suggest that each test is measuring a unique skill. The results suggest that the GED tests are useful for the admission and guidance of college candidates who have not formally completed high school. Recommendations include: (1) Colleges should encourage nonhigh-school graduates to take the GED and to present satisfactory scores as evidence of ability to undertake college-level work, and (2) A greater amount of publicity on the GED should be aimed at those segments of the civilian population that are most likely to profit from taking the tests. (CK)

Data for this study were gathered as part of a national survey of reading activities of adults. The study was conducted by the Response Analysis Corporation of Princeton, N.J. A national probability sample of 5,067 adults, age 16 or older, were interviewed in their homes and asked about all the printed matter they had read or looked at the previous day--this sample representing 69 percent of the total number of adults who were interviewed. Four subsamples were also examined: blacks, whites, low-income blacks, and low-income whites. A comparison of the reading habits of blacks and whites in the general population indicates that the proportion of white readers is greater than that of black readers in every type of reading material. There is a larger racial difference in newspaper reading than in any other form of reading; this difference exists between all blacks and whites as well as between blacks and whites who are poor. The results of the study indicate that newspapers are not reaching a very large proportion of blacks, especially poor blacks. Even among those blacks who do read newspapers, certain sections such as editorials, women's and society pages, and regular advertisements are read considerably less frequently than by whites. It is speculated that newspapers do not respond to blacks' needs and concerns to the extent that is done by other printed media such as books and magazines. (Author)

The use and validity of the tests of General Educational Development and the College-Level Examination Program, two measures by which adults with nontraditional educational backgrounds can demonstrate their previous educational achievement, are discussed. (AG)

The accuracy of 3 measures of future income was investigated for a sample of families filing Parents' Confidential Statements with the College Scholarship Service (CSS). Measures were: parents' reports of current (1968) income; parents' estimates of 1969 income; and predictions of 1969 income made by application of least squares regression parameters to parents' estimate of income. Two types of accuracy were considered: that of prediction assessed by the correlation between current or estimated income and the actual 1969 income. Analysis indicated that the best single predictor was estimated income, followed closely by current income. The accuracy of each income measure was also investigated by assessing median discrepancies between parents' contribution associated with each income measure and the contribution associated with actual 1969 income. Current and estimated income result with about equal frequency in substantial undercalculations of parents' contribution. But use of current rather than estimated income would result in substantial overcalculations for approximately 31,000 CSS families. Needs analysis procedures relying on current or estimated income, therefore, place low income families at a disadvantage by overstating their future year income. (JS)

The purpose of this study was to determine the effectiveness of remedial courses and present placement policies and instruments. Comparisons were made in such areas as ability, interest, motivation, persistence, and performance among randomly selected groups of junior college students: (1) those needing to take remedial courses but placed in regular courses, (2) those who enrolled in regular courses after passing remedial courses, and (3) those who did not require remediation. The English remedial course had no effect on student satisfaction but produced a small improvement in subsequent performance. The mathematics remedial course eliminated some of the dissatisfaction with the regular course and had a significant effect on subsequent course work. The placement procedures appeared to be more effective in assigning students to appropriate mathematics than to English courses. (Author/CA)

Scores of foreign graduate students on the Graduate Record Examinations (GRE) Aptitude Tests and the Test of English as a Foreign Language (TOEFL) were combined through multiple and moderated regression to predict grade-point average (GPA). It was hypothesized that TOEFL would moderate the relationship between the GRE scores and GPA. According to this hypothesis, students scoring high on TOEFL would be more predictable by GRE than those scoring low. The hypothesis was only partially supported by results. The results suggest that foreign students with low English verbal aptitude can succeed in American graduate schools. The limitations of GPA as a criterion of graduate school success for foreign students is discussed. (Author)

This paper summarizes some of the recent literature on unconventional college-level education gained outside the classroom. The first section reviews the major types of off-campus learning for which college credit is received, including correspondence instruction, educational television, military service experiences, and independent study. The second section discusses methods by which formal recognition is provided for this education, such as The College-Level Examination Program, The New York State College Proficiency Examination Program, and The General Educational Development Testing Program. A list of references concludes the paper. (AF)

This report discusses the criterion-related and construct validity of the College-Level Examination Program's General Examinations primarily in terms of research studies conducted at institutions of higher education. While most of the research provides support for the validity of the examinations as measures of academic achievement in college, the results of many of the studies have alternative explanations. Correlations between the GE's and college grades obtained concurrently are moderately positive, but the validities of the tests for predicting success in upper-level studies are significantly lower. The GE's are also correlated positively with the amount of previous college experience. Significant gains on the tests are generally made by students over the first 2 years of college and the highest scores on each test are obtained by students intending to major in the subject covered by the test. The GE's relationship to other tests is also discussed, as well as their appropriateness for adults. (AF)

A two-factor analysis of variance with multiple measurements on one factor was conducted among the 40 items of the Vocabulary test of the Test of English as a Foreign Language (TOEFL) for six language groups. All sources of variance were found significant beyond the one per cent level. (Author/RC)

A form to be filled in during interviews with students concerning their reactions to GED tests and their college experiences is presented. (CK)

A form used for collecting information as part of a research study on the Tests of General Educational Development is presented. (CK)

Describes a study which attempted to determine whether there are substantial numbers of adults whose academic achievement is equivalent to that of a representative sample of college students. (Author/AN)

This study suggests least squares regression as one possible approach to remove the inequity of low income families overestimating their next year income and high income families underestimating. This procedure minimizes errors of prediction by correcting for under or overestimation of future income by groups of varying incomes. (Author)

Results of this study indicate that an English proficiency test such as TOEFL may raise the validity of the GRE aptitude tests in predicting foreign students' graduate school GPA. (Author)

Social Studies was the best predictor in the two-year colleges whereas Literature was the most predictive of success in the four-year colleges. (Author)