Researchers tested 136 third through sixth graders with the reading subtests of the "Iowa Test of Basic Skills," reading tests constructed from appropriate graded reading materials, and an oral cloze test constructed from a short story whose language resembled the oral language of the children. They computed correlations (within each grade level) between all the variables, including combined oral-written cloze scores and the reading subtest, and found that 14 of the 16 correlations were significant. The results suggest that both reading and listening abilities increase with age, that oral language complexity increases slowly while written language steadily increases in complexity, that cloze procedures test reading achievement, and that reading and listening cloze test scores represent somewhat differing abilities. The results also demonstrate the potential value of cloze procedures for placing students in reading programs, for testing student reading comprehension, for measuring student oral language ability, and for diagnosing reading and oral language problems. (RL)