The "back to basics" movement raises questions regarding the nature of reading that is assumed in instruction and testing. Of the three definitions of reading (decoding, meaning-from-page, and intellectual processes) the latter view, which sees reading as a broad range of perceptual, associative, and cognitive elements, is preferred. The three current conceptions of reading instruction are data driven (bottom-up), conceptually driven (top-down), and interactive; with the interactive view preferred, although most traditional reading programs which underlie the "back to basics" mandate use the decoding, bottom-up approaches. Traditionally, in intermediate grades, students are tested in comprehension, and those who perform inadequately are returned to the decoding tasks in which they have already demonstrated competence. Remedial and beginning programs should address themselves to comprehension skills. The need exists to examine the content of the reading program to be selected through mastery, to determine what a successful student needs to know, and to provide language experience opportunities. Whereas the mandate assumes academic skills exclusively are to be tested for and taught, this is based on the inadequate bottom-up decoding model of reading; testing should be modified. (Specific language experience activities for preschool are suggested.) (DF)