The following criticism of current practices for determining reading readiness are discussed: (1) the variables measured by readiness tests are in many cases unrelated to instruction, (2) while the variables measured are correlated with reading achievement, this association does not attribute causality, and (3) the criterion selected for measuring reading achievement is often an achievement test written to maximize individual differences rather than to measure success in a given program. The subcomponents or prerequisites of a particular reading program need to be developed through research. A criterion-referenced test could be developed which would measure the skills that should be mastered before formal instruction is begun. (RJ)