Abstract
This paper discusses some of the difficulties associated with using standardised reading tests in assessing students' use of reading strategies for expository text in short-term intervention programmes. Alternative approaches can be used, including identifying omitted structural material, unscrambling texts, and identifying and correcting illogical texts. Such testing approaches help to illustrate transfer "across tasks with the same underlying structure but different surface formats" (from the original intervention study) (Brown, Armbruster, and Baker 1986:69).
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