Reading diagnosis aims at determining a student's present stage of development and how to help him toward his next stage of development. Reading diagnosis should analyze three things: what the student is expected to read, how the student handles these expectations, and how the student can be helped most effectively. Currently there are five areas of concern within the field of reading diagnosis: perceptual motor diagnosis, brain damage and reading, curriculum analysis, behavioral objectives and criterion referenced tests, and reading capacity. Research in the first two areas should continue, but they have no place in the current reading curriculum. Also there is no evidence that perceptually handicapped or minimally brain damaged students need special programs. Curriculum analysis puts emphasis on what is wrong with programs rather than what is wrong with students. Behavioral objectives and criterion referenced tests are positive developments in reading diagnosis in that they provide an analysis of what is taught and how it is taught. Finally, rather than being concerned with measuring reading capacity, attention would be given to what the student needs to read and what he can now read. (VJ)