A REVIEW OF THE AVAILABLE LITERATURE INDICATED A NEED TO BROADEN THE TRADITIONAL CONCEPTION OF COMPREHENSION AND TO EXTEND THE USUAL RANGE OF READING SKILLS IN A READING TEST WITH FOUR MAJOR DIVISIONS--(1) RATE IS A TEST OF THE READER'S READING SPEED, (2) VOCABULARY ITEMS TEST HIS RECOGNITION OF WORDS, TERMS, AND IDIOMS, AS WELL AS HIS ABILITY TO INFER MEANINGS FROM THE CONTEXT, (3) COMPREHENSION SECTIONS TEST ABILITY TO RECOGNIZE THE STRUCTURE OF WRITTEN MATERIAL, TO ABSORB SPECIFIC AND GENERAL CONTENT, AND TO RESPOND TO THE IMPLICATIONS OF THE VARIOUS ELEMENTS OF WRITTEN MATERIAL. A SET OF READINGS AND EXERCISES WAS ALSO DEVELOPED. WHEN THE ORIGINAL TEST WAS FOUND TO BE TOO RESTRICTED IN SCOPE OF MATERIAL, ANOTHER FORM WAS PREPARED TO PERMIT A MORE ADEQUATE TESTING OF GENERAL READING ABILITY. IN 1967 THE "JUNIOR COLLEGE READING TEST (FORM B, REVISED)" WAS BEING ADMINISTERED EXTENSIVELY AS A PART OF THE UNIVERSITY OF MINNESOTA EXPERIMENTAL GENERAL COLLEGE COMPREHENSIVE TESTING PROGRAM. THIS ARTICLE IS PUBLISHED IN "THE GENERAL EDUCATION SOUNDING BOARD," VOLUME 4, NUMBER 1, SPRING 1967, PUBLISHED BY THE UNIVERSITY OF MINNESOTA. (WO)