Use of the Woodcock Reading Mastery Tests (WRMT), individually administered wide ranging reading tests, was explored, using Title I evaluation Models A1 and A2. Attention was focused on: (1) relationship of the Title I curriculum to the WRMT and the SRA Reading Test; (2) comparative reading achievement gains on both tests, using Model A1; and (3) use of the WRMT with Models A1 and A2 and the identification of related problems. The subjects were 32 second grade students enrolled in a Title I language arts project. It was concluded that both tests measured reading comprehension, but that only the WRMT measured reading readiness skills. Language arts skills were measured only by the SRA Language Arts Tests. Significant differences in raw score and normal curve equivalent (NCE) gains were found for the Title I pupils on the WRMT and the SRA Reading Test, but it was not possible to interpret the NCE gains with respect to a national norms. Also, it was not possible to determine whether the WRMT could eliminate floor and ceiling test effects. It was concluded that the WRMT, as administered, was not appropriate for use with Model A2. (Author/MH)