Examines the interclass and intraclass reliability of three published informal reading inventories and their alternate forms and concludes that though acceptable, the reliabilities of the inventories suggest the need for cautious interpretation. (HOD)

Reports that reading instructional level scores of a teacher constructed informal reading inventory, the commercially prepared Basic Reading Inventory, the Metropolitan Achievement Test, and students' actual level of placement in books are roughly comparable but that the Wide Range Achievement Test reading subtest places children much higher. (FL)