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This article highlights the main features of June 2004 issue of the periodical "Journal of Research in Reading." This special issue of the "Journal of Research in Reading" is devoted to the topic of assessing reading, and brings together a varied collection of papers that discuss some of the pertinent challenges and issues that currently confront the field. To begin with a success story, there have been significant developments in the testing of dyslexia and reading difficulties in the past decade. Large-scale testing, especially the testing of literacy, is an increasingly prominent feature of many national (and indeed international) educational programmes and policies. Apart from the use of mandated national assessments and tests, reading is widely tested, in Great Britain schools at least, using commercially published standardised materials.