Two major issues are addressed in this commentary on the National Assessment of Educational Progress (NAEP) reading assessment: the design of the reading proficiency scale and interpretation of test data; and the dimensionality of this scale and the possibility of supplying data on specific skill dimensions. An examination of NAEP data and the five levels indicated by the scale scores indicated problems in interpretation and reporting of test results. Controversies concerning the validity and measurement of reading subskills are discussed. Although the current NAEP reading scales are considered acceptable, several recommendations are made: (1) supplementary information on readability levels and grade placements should be provided for the Reading Proficiency Scale; (2) reports furnished to the public should express the variability features of assessment data; (3) proficiency in word decoding, vocabulary knowledge, and reading speed should be measured; and (4) although testing need not be extended to children under 9, testing of a representative sample of adults is recommended. (GDC)