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This article is written in response to the article published in issue 39.3 of this journal, in November 2005, on the nature of the Key Stage 2 National Curriculum reading tests: ‘Examining England's National Curriculum assessments: an analysis of the KS2 reading test questions’ by Anne Kispal of the National Foundation for Educational Research. It argues that, far from providing a valid and rewarding assessment experience for pupils as Kispal suggests, the primary English tests at the end of KS2 are invalid as a measuring instrument and are having a damaging effect on pedagogy. The tests and the information on them provided by the Qualifications and Curriculum Agency are based on a misleading unidimensional conception of reading literacy attainment. Because the test assessment simply adds together marks achieved for very different cognitive skills, it propagates a dysfunctional model of literacy pedagogy that conflates and confuses two separate developmental trajectories – word reading and text comprehension. The article goes on to argue that the unidimensionality of the national tests and their pedagogic apparatus has constricted the primary English curriculum in ways that are damaging for young pupils and for the national need for creativity and enterprise. [ABSTRACT FROM AUTHOR]