The paper presents a report of the analysis of the performance of
undergraduate students on cloze tests by fixed—ratio and rational deletion
procedures. A positive correlation of 0.52 results from the analysis; and
a t—test statistic of 18.77 indicates significant difference in the
performance of the subjects on the two tests. Further analysis reveals
differences in performance on the basis of fields of specialization. This
seems to suggest that experiential background should be considered in
selecting reading and comprehension tests.