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Every year, reading performance of about 700.000 young people is assessed in the framework of a day (JAPD, Journée d’Appel de Préparation à la Défense) organised by the French Ministry of Defense. These tests changed recently due to some constraints of test administration and the taking into account of the results of the previous version of the test. Based on the results collected over the years 2004-2008, this paper presents the methodological design of this large span evaluation of reading. This study is an occasion to moderate the binary oppositions between literate and illiterate, and to show that various more or less efficient ways of reading, characterize this activity. For some young people, the switch from schooling to active professional life implies a new relation with written language. The school, which is the main location of reading and writing solicitation, will be replaced by economical activities. For some young people, the relation with writing will be definitively distended.