Simple measures of reading, spelling, and written expression were administered to 566 elementary students from the states of Minnesota, Pennsylvania, and Washington. Each child was individually administered three reading word lists, three reading passages, two dictated spelling lists, and two story starters. Approximately 25 minutes was needed for testing, which was performed in the fall and spring. Measures of correctness appropriately reflected developmental changes from grade to grade and from fall to spring within grades. Differences in mean levels of performance were obtained for students from different states, indicating that state or school district norms may be more appropriate that national norms when using the measures for decision making. (Author/PN)