This article described a national study in Vietnam whereby a probability sample of students was chosen from each of the 61 provinces. A reading test consisting of 60 items was administered. The items were matched to the Vietnam reading and language curriculum for Year 5 students. Using a skills audit of the items, a variable of reading development was defined following an item response analysis of the data. Six levels of reading proficiency were defined. Standard setting procedures identified two benchmark levels for independent community and secondary school participation. The results showed an uneven distribution of student reading across provinces, socio-economic groups and gender. The implications of large proportions of students in specific regions lacking independent reading skills for community participation and for secondary education are discussed. Action for addressing these concerns among isolated and rural populations is discussed. (Contains 9 tables and 4 figures.)