阅读成绩测试的格式变化：对学习障碍学生的影响

Format changes in reading achievement tests: Implications for learning disabled students Psychology in the Schools Volume 22, Oclober I985 FORMAT CHANGES IN READING ACHIEVEMENT TESTS: IMPLICATIONS FOR LEARNING DISABLED STUDENTS DEBRA TOLFA, THOMAS E. SCRUGGS, A N D KARLA BENNION Utah State University It has been seen that children’s scores on reading achievement tests vary not only with knowledge of content, but also with the differing formats of test items. Teachers working with