In contemporary reading comprehension tests, abilities which may have little to do with reading ability can have a great effect on test scores. Reading tests are not constructed so that they maximize abilities unique to reading. On the other hand, tests on other language skills do not minimize what is unique to reading. Comprehension is the process of getting the message, and a reading comprehension test should give information about that stage of the information processing sequence. The cloze technique, photography of eye movement, and miscue analysis can all be used to measure a smaller range of information-processing tasks than do the contemporary reading comprehension tests. (VM)