The consistency of reading disabled students’ instructional levels as determined by the metropolitan achievement test and the ekwall informal reading inventory

Abstract

Placing reading disabled students in appropriate reading materials is a crucial responsibility for teachers. The present study compared the instructional levels yielded by the Ekwall Reading Inventory and the Metropolitan Achievement Test. Both instruments provide instructional‐level designations to help place students in appropriate materials, but little correspondence was found between the instructional levels of the two measures. The authors suggest that single administration placement tests be complemented by ongoing assessment procedures, such as Curriculum‐Based Assessment, to place reading disabled students in appropriate reading materials. Examples of such procedures are provided.