Two tests of morphological ability, the Berry-Talbott Test and the Grammatic Closure Test of the Illinois Test of Psycholinguistic Abilities were administered to 20 good readers and 20 dyslexics (all second grade males). The results indicated that the dyslexics were inferior to the good readers on both measures and that on the Berry-Talbott Test the complex items accounted for most of the difference between the sample groups. Results suggested the use of these two measures to identify children experiencing difficulty in generating and mastering the morphological rules and the use of results of item analysis in a language therapy program. (Author/DB)