This paper evaluates widely used, standardized tests of reading within the framework of four interdependent reading components: (1) decoding speed and accuracy; (2) accuracy, fluency, and flexibility of determining semantic meaning of words; (3) sentence comprehension; and (4) passage dependent sentence comprehension. Among the types of standardized reading achievement tests are the group-administered survey tests, criterion-referenced testing systems, testing components of major basal reading series, individually-administered diagnostic reading tests, informal reading inventories, state assessment programs, and instruments of the National Assessment of Educational Progress. Types of score reports range from a single norm-referenced, global score to highly specific component scores based on only three or four test items. There is a relatively poor match between current theory and experimental research on the reading process and existing standardized tests of reading. Suggestions are provided for development of new measures of reading comprehension that are more consistent with modern theoretical and experimental research on the reading process. Eight pages of references are included. (LMO)