The measurement of a pupil's comprehension development from literal comprehension to evaluation focused on two questions: (1) How do we measure the various types of comprehension? and (2) How should we measure the various types of comprehension? Literal comprehension is presently measured by the recall or memory-type question. However, one should assess the reading matter, know the content and background of the discussant, and form interrelationships accordingly. The next level of comprehension, reorganization, has been overlooked but should be measured using the silent strategies of sequence, synopsis, or summary tasks. Inferential comprehension is measured by making predictions and trying to verify them. However, greater emphasis should be placed on a directed-reading-thinking activity in which predictions and verifications lead to further thinking. The highest level of comprehension, evaluation, is primarily measured by asking the student for a judgment without a logical justification for it. This latter point should be stressed. References are included. (CL)