The use of readability formulae to estimate the difficulty levels of vocational reading materials, the determination of relationships of reading skills to job proficiency, and the relationship of general reading ability to performance on specially constructed job reading task tests (JRTT) are discussed to define the literacy skill demands (i.e., functional literacy levels) for three military jobs having civilian counterparts: cook, automotive rapairman, and supply clerk. Results indicated that the three jobs differ with respect to demands they make for reading skills with the median falling in the 7th grade range. Furthermore, having described procedures for identifying job reading tasks and for constructing JRTT, results indicated that while general reading and JRTT performance are positively correlated, the JRTT are sensitive to selection and training, and hence are measures of both special and general job reading abilities which can facilitate maximum transfer of skills from the class to the job. (HS)