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This study sought to answer the following questions: 1. To what extent is the IRI used for the purpose of initial placement of students in reading materials? 2. To what extent do classroom teachers and support specialists value the IRI as a means of providing diagnostic information about students' reading levels (subsequent to initial placement), oral reading ability, comprehension ability, and word recognition skills? 3. How frequently do classroom teachers and support specialists administer an IRI to obtain diagnostic information? 4. What is the relationship between classroom teachers' and support specialist' frequency use of the IRI for diagnostic purposes and their value ratings of the IRI as a diagnostic instrument?

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