An analysis was made of the data from a single criterion-referenced test which was constructed to measure a hierarchy of skills in listening and reading comprehension and which was administered to 1,186 subjects in grades 2, 5, 8, and 11. The research was concerned with the applicability of a hierarchically ordered achievement test to the diagnosis and assessment of listening and reading skills. Performance objectives were derived from 11 language comprehension skills and arranged in a hierarchical structure through the use of an heuristic procedural analysis. The design of the test was based on the theoretical constructs of Gagne. Paired items were scored on a yes/no basis and a percentage of probable response calculated. Correlations for paired test-retest listening scores ranged from .86 to .99 for the 11 skills. Paired test-retest reading score correlations ranged from .80 to .96. No serious bias was noted in the order of item presentation. Data were furnished on the development, validity and reliability, interpretations, and uses of the test. Tables and references are included. (WB)