The overlap between reading subtests of four individual achievement tests and five basal reading curricula was examined. Raw scores, grade equivalents, percentiles, and standard scores were reported that would be obtained if all words appearing in each grade level of the curriculum were mastered. Results showed that little overlap exists between what is taught and what is tested. Additionally, the degree of overlap varied considerably across tests and curricula. Implications for interpretation of individual standardized achievement test results were discussed.
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