This study examined reading-related differences between 82 low- and average-performing middle school students across a battery of informal reading measures. The study also explored reading-related differences within the low-performing group of students (n = 52). Lastly, the study sought to develop a shortened informal reading assessment that would yield diagnostic information to inform placement and instructional decisions for older struggling readers. Results showed that there were clear reading-related differences between the two groups of students, specifically in the area of print processing. In addition, an analysis of the low-performing group revealed that they were a heterogeneous lot with various reading strengths and weaknesses. The most remarkable differences in the low group were found to be in the area of reading rate. Finally, a shortened informal reading inventory was developed in order to aid middle school teachers in efficiently collecting information about the needs of their struggling readers. The major findings in the study validated past research showing that many older readers still struggle with poor print-processing skills that can inhibit their ability to read and comprehend grade-level materials. The shortened passage-reading assessment may prove helpful to teachers in assessing and intervening on behalf of older struggling readers
