DURING THE 1970s WILSON TAYLOR'S CLOZE PROcedure became the subject of considerable interest among foreign-language testers looking for integrative measures of general language proficiency.1 Enthusiasm for cloze proved highly infectious, briefly elevating the procedure to an eminence it could not reasonably be expected to maintain. Inevitably, with more research came a more balanced view of the (undoubted) virtues and limitations of cloze, so that today it tends to be assigned a more realistic role in testing. Perhaps, then, the time is propitious to take an analytical look at some of the closely related testing methods which antedated Taylor's work by some half century.