The results from the Oral Reading Test developed for the Early Childhood Education Program evaluation provided the opportunity to study some of the factors that might influence student's test-taking behavior. The Oral Reading Test requires individual students to demonstrate reading skills by reading aloud sentences typical of various grade level texts, allowing the student to terminate the test at any point. Of the 1380 second-graders who were given the test, 179 did not finish the entire test. Two follow-up studies included 159 students from low socioeconomic status (SES) school districts and 185 students from a higher SES districts. Results indicated possible bias in the Oral Reading Test. Potential sources of bias are test wiseness, cultural differences in verbal behavior, and examiner expectations. (BW)