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)

Findings indicate that different readability formulas will not record the same degree of change in readability level if easier synonyms are inserted, sentences shortened, or text rewritten for simplification. (MKM)

Students draw upon their experience and community resources in this program designed to prepare them for living on their own. (JM)

Provides research findings that paint a bleak picture of the functional reading competence of aged persons. Supports previous research indicating that functional reading competence decreases with age. (JT)

Presents teaching ideas using the classified advertising sections of newspapers, noting that the ability to decipher classifieds ads is an important life skill. (SKC)

Explores the function of reading in several societies. (MKM)

Describes an investigation that showed that abbreviations in classified ads are difficult to comprehend and suggests that instruction be given in understanding abbreviations as a real life reading skill. (MKM)

Discusses the minimum competency movement and suggests standards for constructing and implementing exit competency requirements. (MKM)

Suggestions from readers include a list of 144 practical things to read, and ways to use sustained silent reading in the secondary school classroom. (MKM)

Describes how to select functional materials and techniques for teaching reading survival skills. (DD)

Presents a test on abbreviations used in classified employment advertisements which may be used in survival reading skills instruction. (MKM)

Suggests that competency reading programs should be based on a definition of functional reading that applies reading skills to real-life tasks, that materials should be real and timely, and that activities should center on finding meaning. (MKM)

Presents a taxonomy of graphs, including lineal, quantitative, spatial, pictorial, hypothetical, and omitted graphs. Provides illustrations of each kind of graph and suggests that reading teachers take the responsibility for teaching graph reading and drawing skills. (MKM)

Argues that the obligatory nature of functional literacy does not deprive the individual freedom of thought and opinion, and that voluntarism in basic adult education in the United States has greatly contributed to putting the nation at risk and to keeping it a nation at risk. (HOD)

Discusses the decisions made in the development of a functional literacy test used in Philadelphia. (MKM)