Reports that reading on the job is extremely widespread, is primarily "reading-to-do" rather than "reading-to-learn," and is often aided by extralinguistic factors. (MKM)

An analysis of job reading requirements indicates that most job reading is reading-to-do, while job training programs require reading-to-learn tasks also. (MKM)

Urges that a complete science education curriculum should teach the communication skills of reading, listening, writing, and speaking, as well as the practice of literacy in scientific areas. (AEA)

Reports on research probing job-related literacy demands and on programs promoting job literacy. (JT)

Advocates using annual reports to help adult learners bridge the gap between competence with basic reading tasks and competence with more difficult and complex tasks which require inferential thinking and application of information for decision making and problem solving. (RS)