There are a plethora of ways which may be used to ascertain learner achievement in reading. This paper discusses such procedures. Comprehensive teacher observation of reading, using quality criteria, can be an excellent approach to assess reading progress. Selected criteria are discussed. Six categories of word recognition skills are important. Reading comprehension, with its different levels of complexity, is also critical, and can be assessed through teacher observation. Portfolios that include well-chosen items may also indicate student progress and achievement in reading. State mandated reading tests offer certain strengths, but also have much need for improvement. A plethora of problems are involved with using tests results from mandated testing for punishment to "get schools in line." (Contains 12 references.) (SR)