| Sumario: | The article focuses on the values and limitations of standardized reading tests. The limitations of such kind of tests includes: (1) reading is a complex, unified, continuous activity which does not naturally fall into measurable units; (2) complexity of the subdivisions of reading; (3) lack of clear differentiation between measurement of reading comprehension and measurement of intelligence; and (4) time-consuming nature of the measurement of reading, particularly reading comprehension. The most important values of reading tests are: (1) it lends a certain amount of definiteness to one's thinking about the achievement of a pupil or a group; (2) it appraises the growth of individuals and groups in a developmental reading program; (3) it examines the strengths and weaknesses of groups and individuals as a starting point for corrective or remedial work; and (4) it identifies the gifted students. The types of reading tests used includes: (1) those that yields only one score; (2) those tests which an attempt is made to obtain within a class period a large number of part scores for purposes of diagnosis; and (3) those aimed at the measurement of three aspects of reading such as rate, vocabulary, and comprehension. Finally, it is concluded that reading test scores reach their greatest meaning and usefulness when they fall into place in a comprehensive individual cumulative record.
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