A study was undertaken to examine the feasibility of a modified cloze format in the assessment of contextual and structural analysis skills and to examine certain factors of language processing among adult, nonproficient readers. The subjects, 69 adults enrolled in remedial reading courses at two technical colleges, were administered either the Adult Basic Learning Exam (ABLE), Level III, or the Nelson-Denny Reading Test, Form C. They were then rank-ordered by reading percentile ranks, and successive matches of four were randomly assigned to four treatment conditions. Depending upon the treatment condition, the subjects were either given skills training or no skills training, and were administered either the cued or uncued versions of the Contextual and Word Identification Measure (CWIM). The results showed that the modified cloze format used in the CWIM was feasible for assessment of certain reading subskills; however, the value of subskill training was not established. Intraword cue information was found to be a significant factor affecting replacement scores, as was the location of the intraword cue--with information in the initial position resulting in significantly higher replacement scores than information in the terminal portion of words. Form class identity of deletions was preserved in responses by a majority of subjects in all treatment conditions across the four grammatical categories assessed in the study. (Author/FL)