Noting that use of the reading-related components of the National Assessment of Educational Progress (NAEP) by state education agencies has ranged from extensive to moderate to limited, this paper presents case studies of the ways in which states have used the NAEP models. The first half of the paper describes extensive use by Minnesota and Connecticut, moderate use by the state of Maine, and limited use by Wyoming and North Dakota. The second half of the paper discusses future uses of the NAEP methodology and materials and lists questions that state education agencies might want to ask when considering adaptation of NAEP reading components. (HTH)