A study was conducted to determine if a teacher-constructed cloze procedure correlated significantly with two standardized tests of reading achievement, thereby testing G.D. Spache's claim that most teachers are unable to design valid and reliable assessment materials. Subjects were 60 fourth and sixth grade students who were administered the Nelson-Reading Test, the reading subtests of the SRA achievement series, and a teacher-constructed cloze procedure testing student independent, instructional, and frustration levels. Multiple regression analysis indicated high statistical correlations between selected levels of cloze procedure and standardized test scores. Significant correlations were obtained among the three levels of cloze procedure, and no single variable was found to be a good predictor of reading achievement. Many combinations of variables in the prediction models, however, were found to be highly significant predictors of the Nelson-Reading Test scores. The results suggest that the teacher-made cloze procedures were appropriately leveled and shaped, casting doubt on Spache's claim. (Master list scores for cloze procedure levels are appended.) (FL)