ABSTRACTThe aim of this paper is to sensitise research workers and other test users to an ongoing controversy concerning the relative merits of conventional test theory and Rasch scaling in the construction of reading tests.Supporters of Rasch scaling readily acknowledge its limitations in mapping the complexities of human reading behaviours. Despite this, the technique's practical and theoretical advantages in certain aspects of reading are seen as outweighing the acknowledged limitations. Currently an increasing number of test constructors and publishers are adopting Rasch procedures in developing reading tests. This does not mean that the approach is educationally valid. A great deal of further research is required.