The National Assessment of Educational Progress (NAEP) survey of reading achievement is assessed, its objectives are discussed, and recommendations for future testing are made. It appears that a great deal has been learned about the nation's levels of reading achievment from the four NAEP reading assessments conducted from 1970 to 1984. NAEP objectives were designed to provide content validity, and were intended to change over the years to reflect current educational practices. However, the current focus on phonics instruction was not reflected in the recent, increasingly global objectives. The debate surrounding the hierarchical nature of reading skills are discussed. Three recommendations are made regarding future testing: (1) more complete information is needed about the kinds of tasks that 9-, 13-, and 17-year-olds can and cannot do; (2) knowledge and skills underlying reading performance should be measured; and (3) conclusions about preferred reading instruction should not be made without further data collection. Appendices include score reporting categories in 1970-71, 1974-75, 1979-80, and 1983-84; seven sample test items; and lists of reading objectives for each year of testing. Current categories of reading objectives are: comprehension of what is read, extension of comprehension, managing the reading experience, and placing a value upon reading. (GDC)