This study was conducted to determine how well the Degrees of Reading Power (DRP) correctly identifies children who are experiencing reading difficulties and to describe more precisely the characteristics of children who have been identified as poor readers so that program planners can design more effective remedial instruction. The DRP and several criterion measures (the Virginia Literacy Testing Program Writing Battery, the Burke Reading Interview, the Estes Attitude Scales, and the Study Habits Inventory) were administered to 54 students attending sixth grade at two different middle schools in rural central Virginia. One-half of the students were identified as poor readers and one-half were classified as above average readers. The Informal Reading Inventory (IRI) was also administered to the 27 students identified as poor readers. The coorelation between DRP scores and Informal Reading Inventory instructional levels proved to be modest but significant. The data collected to show that poor readers exhibit similar strategies for dealing with printed material is still being interpreted. All correlations of DRP scores with tests of writing ability are of moderate to high magnitude; all are statistically significant. Results indicated children who achieve higher DRP scores exhibit more positive attitudes toward the subjects they study, especially toward reading. Results support the construct validity of the DRP as a measure of reading proficiency. (Three tables of data are included and 10 references are attached. One appendix includes the Burke Reading Interview responses.) (MG)