The content and utility of two models of reading comprehension tests, the basic skills assessment model and the multiple choice cloze (MCC) model, are discussed. The basic reading competency model assesses the ability to read or infer "basic" meanings from a range of written or symbolic communication, as is necessary for daily living in this society. This limited analysis of the basic competency model suggests some degree of positive practical impact of the test; applications of this model are illustrated. Criticisms of this model state that such a test is not theoretically based, nor objectively reproducible, nor does it yield scores that provide detailed diagnostic guidance in the instructional process. The multiple choice cloze (MCC) technique was developed as one expression of the literal comprehension construct, viewed as the basic skill underlying the reader's ability to infer explicit meanings from written language. Items in the test are objectively developed and derived from a theoretical framework, thus providing guidelines for interpreting the resulting test scores. Current developments suggest that these test results can be used to identify the kinds of materials that readers can comprehend at the literal level for specific purposes. The test also appears to offer a diagnostic capability with fairly clear-cut instructional implications. (Author/MV)