The objective of this study was to show that standardized reading scores could be adequately estimated from scores on a criterion-referenced test in reading. This would reduce classroom test time, while, at the same time, provide the kinds of information teachers need to guide instruction, and the kinds of information administrators require for making decisions regarding education programs. Stepwise regression and equipercentile equating were used to estimate scores from the criterion-referenced scores. The results show that it is possible to estimate normative scores from a broad based criterion-referenced test in reading. (Author)