This paper provides descriptive information about the implementation of prescriptive criterion referenced testing and its impact on a compensatory reading laboratory program in the Houston public schools. After describing the program and the rationale for the selection of a criterion referenced test, a study of the teachers' utilization of the test and of pretesting and posttesting of program participants is outlined. Results indicated that the reading specialists had generally positive opinions about the criterion referenced test and the testing program as implemented. A positive relationship between degree of test utilization and individualization of instruction was suggested. High implementation of test results produced higher gains in pre/post comparisons. (AA)