Argues that there is no convincing proof from empirical evidence that standards of literacy in Western Australia are worse than they were 25 to 65 years ago. Denounces empirical measures of standards of literacy as profoundly unreliable. (AEA)

Comments on literacy data gathered from several surveys and questions whether students are developing sufficient literacy skills. (AEA)

Describes a book award for which only children vote and claims that the children's participation in the award has promoted discriminating reading. (SRT)

Recommends adapting the language of class materials and texts used in apprenticeship training programs to make them appropriate to the functional language demands made on tradespeople in real-life working situations. (AEA)

Traces changes in literacy expectations from the early settlement of Australia through the introduction of compulsory schooling to today, when most segments of Australian society require a high level of literacy. (EL)

Argues that, in the high school classroom, it may appear that much is being learned, but in the minds of pupils there is often considerable confusion as to the meaning of what they have read. Reports on a study that explored the nature of that confusion and discusses what can be done. (RBW)

Suggests a variety of activities and projects which integrate functional literacy instruction into the curriculum. (MM)