A readability study for the Albuquerque Technical-Vocational Institute (T-VI) was undertaken to provide information regarding the reading ability required to complete training and to function in entry-level jobs. Readability formulas were applied to materials used in training and on the job. In addition, students were tested for level of reading, and interviews were conducted in the field with T-VI graduates and their employers. The study included architectural drafting technology, office occupations, diesel mechanics, the health occupations, and the electronics technologies. To determine whether students could read occupationally specific reading materials, cloze tests were administered. The results indicated that students could read the material in their field even though their test scores on the Nelson-Denny Reading Test indicated they should have difficulty. The explanation appears to lie in the background knowledge and experience the students bring to reading in their own field as opposed to the general academic background knowledge needed for a standardized test. The study recommended that reading instruction should occur within the occupations as an integral part of the curriculum rather than being viewed as a remedial measure. Further impetus is given to this suggestion by the speed of change in every occupation studied. As electronics and computer use increase, job descriptions and the methods used in those jobs are changing, demanding flexible workers who can keep learning. (Author/KC)