The study reported herein was conducted to ascertain the nature of potential between-rater subjectivity in scoring quantitative and qualitative cloze based assessments of reading comprehension. Fifty students were randomly chosen from a group of 456 students used in the standardization of the Cloze Reading Inventory (CRI). As each student took four different forms of the CRI, there were 200 passages each rated by three of seven raters for a total of 600 passages used to determine interrater reliability. The seven raters each had a minimum of five years teaching experience, were from the elementary or secondary level, and were graduate students in a reading specialist program. The intraclass correlation method was employed to derive coefficients from the mean score ratings of the raters for each of the passages, each of the four interpretive values, and each of grades 3, 5, 7, 9, and 11. The results of the repeated measures analysis of variance indicated that interrater reliabilities were generally consistently high across passages, interpretive values, and grade levels.

The effects of writing style upon mature older readers' reading comprehension are considered. Two narrative historical selections, the first emotive and abstract and the second nonemotive and concrete, were employed. Miscue analysis was used to evaluate the efficiency with which each reader used reading strategies across the five systems that cue meaningful comprehension. Miscues were analyzed at the word, clause, sentence, and intersentence levels. In addition, interview schedules were employed to identify readers' perceptions of preferred reading strategies and to permit a comparison with actual performance. The findings indicate that mature older readers are consistent in cue system utilization. A preference for the word cue system influenced both the use of cues from other systems and comprehension. Use of the word-level cue system is inversely related to the use of the other available cue systems. Preference for cues within words also appears to be inversely related to comprehending effectiveness. The subjects' perceptions of the reading process and their actual reading performance appeared to determine patterns of cue system use more clearly than did the differences in materials. As a result, those developing materials intended for use in programs with older persons should not only be concerned with the content and quality of those materials but also the skills and perceptions of those who will use the materials.