Points to the importance of teaching job literacy. Outlines a method (which was successfully employed in the military) of analyzing job demands, and then constructing and using effective literacy materials. (ARH)

Maintains that assessment in workplace literacy programs must meet the unique needs of learners, unions, management, and literacy providers. Identifies those needs and suggests ways of addressing them. (SR)

Argues that on-the-job reading makes special demands upon readers. Presents a technical reading strategy that involves a five-step prereading checklist and four postreading analyses. (FL)

Describes an effective literacy program in two hospitals, which benefited both the employer and employee by empowering participants to solve problems, think critically and creatively, and make decisions. Discusses criteria for effective workplace literacy programs, the program's framework, and program evaluation. (RS)

Describes how a language experience approach was used in a workplace literacy program for adult immigrant railroad workers in Australia. Describes how the workshop built on participants' developed oral skills and life experience to create texts that were relevant, interesting, and comprehensible to these learners. (SR)

Introduces the standardized safety sign system being established in the United States. Argues that these safety signs, symbols, and warnings may be a good place to begin a workplace literacy project for workers with limited reading skills. (SR)