The Developmental Indicators for the Assessment of Learning-Revised (Dial-R) Test, the Peabody Picture Vocabulary Test (PPVT), and the Motor-Free Visual Perception Test (MFVPT) were used for kindergarten screening in three rural schools in Texas. Teachers in the schools requested a handbook that would help them interpret test scores and plan instruction. For each subtest of the Dial-R, PPVT, and MFVPT, handbooks provided background information, informal definitions, notes on implications of children's difficulties, alternate interpretations of poor performance, notes on sex differences, references to related tests, specifications of subcomponents of test responses, and so forth. Teachers with no extensive knowledge of learning disabilities could gain an impression of children's strengths and weaknesses by looking at sections of the handbooks related to the test items that the children succeeded at or had difficulty with. A subtest comparison chart and a profile for defining students' weaknesses and strengths, and guidelines for use of the chart and profile, are provided. (RH)