A total of 121 (30 percent) respondents reported that CARA is one of the tools used for initial assessment. Of the 121 respondents, 53 stated that CARA was the most frequently used tool for initial assessment. The 53 respondents described the strengths and limitations of CARA.

In terms of strengths, the respondents cited the dual purposes of CARA: it provides information on both placement and instruction. The respondents stated that instruction. The respondents stated that CARA provides reliable and accurate placement and "usually is right on the button with the placing." The respondents described CARA as an "easy-to-use, flexible" tool that provides students with choices in terms of passage selection. The passages were cited as a strength for several reasons: (1) Canadian content; (2) high-interest and culturally appropriate stories; and (3) the range in difficulty, from beginning to advanced. Several respondents appreciate that CARA is articulated to the levels recognized in the different provincial and territorial jurisdictions.

The findings show that CARA allows the assessor "to connect with the student" and establish rapport. This is because CARA's administration process allows for "interaction, communication, and feedback" between the assessor and student. Consequently, the students find the assessment "non-threatening" and are not "intimidated."

The most frequently cited limitation was that CARA is time-consuming, particularly with students who have well-developed reading skills. Second, CARA was criticized because it is "not able to test readers at extremely low levels." Third, the graded word list was critiqued for several reasons: (1) Level 1 list is too difficult; (2) two of the words-"hymn" and "yacht"-are culturally biased; and (3) there is no parallel form for the word lists. Although the title-Canadian Adult Reading Assessment-implies a focus on reading, many respondents expressed a desire for CARA to assess the domains of numeracy and writing.