A review of functional literacy testing in the United States from 1955-82 is provided by summarizing the results of literacy assessment studies and synthesizing the major issues which they have engendered. These reviews are grouped with respect to content, criterion-related, and construct validity. The paper concludes by (1) summarizing some of the theoretical and practical implications of these findings and (2) citing measurement techniques which provide information that can enhance the use of existing functional literacy tests. (Author/PN)