Reading specialists have often expressed dissatisfaction with standardized reading tests, especially tests of rate. In this study, norm-referenced survey tests were constructed for measuring reading comprehension and rate of fifth and seventh grade students. Three alternate forms were developed from item analyses with a trial sample of 88 fifth grade and 95 seventh grade students in a Boston suburb. The revised forms were then administered to a new sample of 159 fifth grade and 157 seventh grade students from the same school system. The three test forms for each grade showed evidence of internal consistency, validity, a broad possible score range, and equivalence with the other forms. (Author)