A study was conducted at Rockland Community College (New York) to determine the adequacy of the reading criterion that determined entry into its intensive freshman English classes from the college skills program, a developmental program designed to improve skills in communication, mathematics, reading, and studying. A group of 746 freshman English students and 627 college skills students was tested with Form A of the Nelson Denny Reading Test. Results indicated that the college skills program's exit criterion--grade 11 equivalent scores on the test--was sufficient for admission into extensive English. Scores of the combined introductory English classes were significantly higher than those of the college skills students, however. Nonetheless, some high scoring college skills students could be placed in regular English classes rather than the intensive class. Unexpectedly, advanced college skills students scored significantly higher than the intensive introductory English students on vocabulary, comprehension, and total score. (DF)