A criterion-referenced assessment of reading literacy conducted in the fall of 1971 in grades 4, 7, 10, and 12 of the Madison Public Schools is described. The study was designed to answer the question: Can Wisconsin students read (gain information from) the written materials they encounter in daily living? The procedures for identifying the domains of content material, assigning the material to grade levels, developing the instruments, collecting and analyzing data, and sampling are briefly described. The test instruments were produced in a cloze format, and a description and justification of the cloze procedure are provided. According to cloze research, scores between 0 and 35% suggest that little or no information can be gained; between 35 and 50%, some information can be gained but the task is difficult and guided instruction is necessary; and greater than 50%, information can be gained independently with ease and comfort. Composite results for grade four indicate that 68% of the students scored less than 35% correct, 13% between 35 and 50%, and 19% above 50%. In grade seven, 56% scored below 35% correct, 16% between 35 and 50% and 28% above 50%. Breakdowns of scores by content type and attendance area are given. Sample test booklets for each grade are also included. (TO)