Reading in the content areas is a basic in the curriculum. The ability to read well involves a plethora of knowledge, skills, and attitudes. Measurement of instruction involves the use of highly specific objectives in reading instruction. With a measurement philosophy of instruction, the following are important to consider: whatever exists, exists in some amount, and this amount can then be measured; achievement in student learning can be measured to determine what has been learned; the standard error of measurement may be determined of the state mandated test; and validity of the states' mandated test may be ascertained with students' results being correlated with results from the National Assessment of Educational Progress (NAEP). In problem-solving activities deliberation is involved, and reading is one avenue of securing information to solve the problem. The content chosen from reading must relate directly as a solution to the problem. Individualized procedures of reading instruction emphasize the student as the major person in developing the curriculum. The teacher stimulates and assists in student learning and achievement. Individualizing the reading curriculum is open ended and is quite the opposite of the measurement movement. Perennialism emphasizes students reading the classics to achieve knowledge, skills, and attitudinal objectives of instruction. Reading and reflecting Socratically upon the classics provides students with what will remain in time and space. Reading in the content areas then emphasizes that which is vital and relevant subject matter. (NKA)