There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests – Fourth Edition (GORT-4; ). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have difficulty reading when children's norm-referenced tests are administered. Measuring Adult Literacy Students’ Reading Skills Using the Gray Oral Reading Test Fourteen percent of the adult population has difficulty with most adult printed materials while close to another 29% of the adult population has difficulty with any reading task that is not very basic (). Therefore, a significant number of adults in the United States have difficulty with materials encountered in their houses, neighborhoods, and workplaces.

A significant number of these adults may have learning disabilities. For example, prior research conducted by; indicate that adults who attend adult literacy programs often have problems with phonological awareness and decoding that are typical of individuals with reading disabilities. In spite of the high percentage of adults with low reading skills, and the suggested prevalence of learning disabilities within this population (), a paucity of research exists on this population (). The impetus for this study came from the context of a larger study analyzing the effectiveness of different reading instructional approaches for adult literacy learners. One of the difficulties in conducting adult literacy research is the lack of commercially standardized tests normed on adults with very low literacy skills. Most tests used in research with adult literacy students are often tests standardized on children and therefore associated with typical childhood developmental units such as reading grade equivalency (RGE) levels (). Researchers are critical of using RGE levels to characterize adult reading because they were developed on children's performance () and are typically based on material taken from children's basal readers.

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Therefore, in addition to the typical measurement limitations of RGE levels cited by test theorists (e.g.,; ), additional problems exist in the scaling and interpretation of RGE levels with adults. Due to the paucity of appropriate tests for adults who struggle with reading, researchers often administer tests standardized on children (). This study reports on difficulties that may occur when following this practice. Information regarding test characteristics of special needs populations is critically needed (). Research on test characteristics of adult literacy students will not only help researchers, but will help all persons charged with assessing the reading skills of adults. For example, a survey conducted by, found that approximately 78% of neuropsychologists administered reading measures as part of their neuropsychological examinations of adults.

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Close to 12% reported using the Gray Oral Reading Tests (GORT), the test that is the focus of this study. This article reports results from a study of adults who identify words on the third through fifth grade RGE levels on the Woodcock Johnson III Letter-Word Identification Test of Achievement (). Specifically, findings are reported from analysis of the administration of Form A of the Gray Oral Reading Tests – Fourth Edition (GORT-4; ). There are no known research studies that have analyzed the administration of the GORT-4 on adult literacy students who identify words between the third and fifth grade levels. Adults reading at elementary school grade levels often have bad memories of educational settings as well as of testing, particularly having to read aloud, and therefore, often consider testing as an anxiety-provoking situation (). In order to increase the adult learner's comfort level and success rate, administrations of tests are often started at a lower level than is typically recommended. This philosophy is in accordance to suggestions in the GORT-4 manual, which specifies that for those with poor reading ability, a lower entry point should be initiated.