ABSTRACT The purpose of this study was to assess reading comprehension at differing levels of second language learning. Adaptations of Carver's (1973) reading-input tests were administered to W6 college students enrolled in the first four semesters of Spanish. The input tests, a modified version of the cloze procedure, required the readers to select systematically between correct answers and distractors. As such, the input tests isolated the reading process from the writing process. Reliabilities for the tests were found to be good to moderate, and it was recommended that the tests be employed for diagnostic purposes at the beginning and intermediate levels.