The development and assessment of the Woodcock Reading Mastery Test (WRMT) is described in this paper. The first section, after a brief description of the test, outlines the development of the test, including its purpose, how it was tested and calibrated, its administration and scoring, use and interpretation of scores obtained, and statistical development. The second section of the paper offers assessments of the test from a dozen reviewers, five of whom thought the test was not useful or seriously flawed due to, among other things, (1) a lack of a description in the manual for how the test can be used diagnostically, (2) sex-role stereotyping in the test, and (3) lack of evidence of attempts to measure inference, logic, or analysis. The positive reviews in this section rated the test as useful in that, among other things, it offers a wide variety of interpretive scores, presents directions and interpretations of scores clearly in the manual, and makes alternate forms of the test available. Concluding remarks suggest that the WRMT is not what the author promised it would be, although it may have value as an initial screening test. (Seven references are included.) (JC)