School and teacher factors associated with reading achievement are compared to items from the National Assessment of Educational Progress (NAEP) 1985 reading assessment. Significant factors which appeared in the literature included: methods and materials, time on task, difficulty level and high teacher expectation, teacher qualifications, student assessment; family contacts, and classroom management. Examination of the NAEP teacher questionnaires used for the 1983-84 assessment indicated that more emphasis was placed on writing than on reading. Items that addressed reading asked teachers about time on task, teacher excellence, and assessment and remediation. A number of recommendations are made: (1) NAEP should collect stronger data on school and teacher factors as they relate to student reading achievement; (2) more items should be included on reading instruction; (3) factors which contribute to reading success at specific age levels should be examined; (4) NAEP data should be used in reporting test results to schools and the public; and (5) terminology should reflect the distinction between lower-level basic skills in the lower grades and higher-level reading comprehension skills. Tables are included which list the various factors culled from research reviews and selected studies. (GDC)