This study examined the reading grade equivalents, oral reading rates, and prevailing error patterns of fourth grade disabled readers on standardized oral reading tests to determine if there were significant differences in the results obtained among the various instruments. Errors made on the oral paragraphs/stories from the Durrell Analysis of Reading Difficulty, the Gates McKillop Reading Diagnostic Tests, and the Standard Reading Inventory at each of the three levels of reading performance were analyzed. Comparisons of the resulting error patterns were made between tests and between levels of performance. Most differences in the mean grade equivalent scores were significant. Rates of reading differed significantly between the levels of performance and all but two between test comparisons were significant. Errors which decreased as the difficulty level increased were repetitions and corrections. Errors which increased as the difficulty level increased included visual auditory, syllabic division, directional confusion, words aided, medial errors, and ending errors. The total vision perception category and omissions did not change in frequency as difficulty level increased. The agreement among the ranking errors by the three oral tests was highly significant. (Author)