Anyone can read  is the attitude of some people, even people who should know better. The fallacy of such an attitude is realized with the following analogy. Aristotle is known to have said,  One learns to be a good flute player by playing the flute. One also learns to be a poor flute player by playing the flute.  In the same way, one learns to be a good or poor reader by reading

DeYoung, Ron C.

English

ScholarWorks at WMU

Reading Horizons: A Journal of Literacy and 
Language Arts 
Volume 13 
Issue 3 April 1973 Article 3 
4-1-1973 
Teaching Reading in Business Subjects 
Ron C. DeYoung 
Western Michigan University 
Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons 
 Part of the Education Commons 
Recommended Citation 
DeYoung, R. C. (1973). Teaching Reading in Business Subjects. Reading Horizons: A Journal of Literacy 
and Language Arts, 13 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol13/iss3/
3 
This Article is brought to you for free and open access by 
the Special Education and Literacy Studies at 
ScholarWorks at WMU. It has been accepted for inclusion 
in Reading Horizons: A Journal of Literacy and Language 
Arts by an authorized editor of ScholarWorks at WMU. 
For more information, please contact wmu-
scholarworks@wmich.edu. 
TEACHING READING IN 
BUSINESS SUBJECTS 
Ron C. De Young 
WESTERN MICHIGAN UNIVERSITY 
All that mankind has done, thought, gained, or been; 
it is lying as in magic preservation in the pages of books. 
They are the chosen possession of men.-Carlyle 
"Anyone can read" is the attitude of some people, even people who 
should know better. The fallacy of such an attitude is realized with the 
following analogy. Aristotle is known to have said, "One learns to be a 
good flute player by playing the flute. One also learns to be a poor 
flute player by playing the flute." In the same way, one learns to be 
a good or poor reader by reading. 
Some teachers complain that the curriculum is already overpacked 
and they do not have time to crowd another teaching unit into their 
busy classes. Others " ... have been brainwashed into feeling that they 
must have the latest gadgets, programs, and publications or they can-
not teach reading" (6). This may be true for special cases, in which 
the students should go to a reading specialist for clinical diagnosis and 
treatment; but some students just lack understanding of certain reading 
skills. Since a student spends most of the school day in the classroom 
and because subject matter teachers read their material better than 
anyone else, reading authorities believe the subject matter teachers 
should teach their students how to read the materials in their discipline. 
Teaching future business leaders to be effective readers is of 
particular importance because written documents continue to be the 
most efficient means for business men and women to read and learn 
the vast amounts of needed information. Business students preparing 
for initial employment need special learning experiences in reading, 
collecting, processing, storing, retrieving, and distributing information. 
In addition to the vocational business subjects, the business pro-
gram in the secondary schools consists of basic business subjects which 
contribute to general education needed by all persons. Because teach-
ers of these subjects welcome all students into their classes, there is apt 
to be a wide variance in reading levels represented. For this reason, 
it is important to remember that reading is much more than pronounc-
ing letters and words. "Reading is bringing meaning to and taking 
meaning from the printed page" (11). Reading is a process rather than 
rh-121 
a single fact. It is bringing the reader's experience and knowledge to 
bear on the meanings the writer has put in print. 
Business teachers, therefore, will appreciate in greater depth the 
reading problems of some students if they are aware of the meanings 
that different students are likely to bring to bear on business informa-
tion. For example, students from minority backgrounds who have 
been exposed to very limited business experiences certainly will have 
different feelings about business information than students who have 
had many business experiences. For many words, students of minority 
groups will have no personal meaning at all. In either event, special 
instruction in reading is necessary. 
Reading need not be a separate course added to the curriculum, 
but rather an integral part of every course. This article will suggest 
strategies that the busy business teacher can use to help improve the 
reading skills of students in both vocational and basic business courses. 
READING LEVELS 
At the beginning of each class, business teachers can determine the 
reading levels of students. Instead of using individual tests such as 
reading specialists use, Hasselriis (8) suggests that classroom teachers 
use a Cloze test, a group test, to determine if their students can read 
their textbooks and other materials at an instructional level. 
Here is how it works. A passage is selected from any written mate-
rial and the first sentence is typed in its entirety. Beginning with the 
second sentence any word is deleted and replaced with a numbered 
blank. From then on every fifth word is deleted and replaced with a 
number until fifty such deletions are made. All blank spaces are of 
equal length so that the length of the word that has been deleted is not 
revealed. The sentence in which the fiftieth deleted word occurs should 
be completed and the following sentence should be typed in its 
entirety. 
Students are asked to read through the entire selection to get a 
general idea of the content and then insert the words in the blanks 
that they think were deleted. In scoring the tests, only exact replace-
ments are correct although minor misspellings are accepted. A stu-
dent must score between 19 and 22 correct answers in order for the 
material to be considered at his instructional reading level. 
READING RATES 
Although most classroom teachers are not successful in significantly 
increasing the reading rates of learners, teachers should consider the 
122-rh 
amount of time it takes students to read the assignments given them. 
Teachers may obtain rough reading rates very easily by having students 
read a portion of the textbook while being timed for five minutes (8). 
Students can then calculate a "words per minute" reading rate by 
counting the approximate number of words they read and dividing 
by five. A short comprehension test may be given on the material to 
make sure the students understood the information rather than just 
skimmed the surface to see how far they could get. This would admit-
tedly give only a crude approximation of reading rates, but at least 
a teacher would become aware of the wide range of abilities in his 
class and also realize why some students never seem to finish a reading 
assignment. 
READING DIFFICULTY 
A major reason for lack of comprehension in business subjects is 
that the textbooks and related materials are difficult to read. House 
(10) found that business students need a reading comprehension 
level of at least the tenth grade, but a large majority of business stu-
dents rank below this level. 
The nature of business information helps make it difficult to 
read. For example, the way one reads and interprets a financial report 
is considerably different than the way one reads a short story or novel. 
Another cause for the difficulty level is the technical vocabulary. Busi-
ness vocabulari is difficult because such words as "liquid," "credit," 
"cycle," "depreciate," "account," "rescind," and "expense" along 
with hundreds of others have exact and special meanings to business 
people. 
SUCCESSfUL ACTIVITIES 
Recognizing the technical vocabulary and the difficult reading 
level of business information, successful business teachers have a 
planned program of activities for teaching students to read and com-
prehend business information. 
Reinforcing Vocabulary 
Many students have been forced to learn vocabulary in the form of 
once-a-week-on-Friday lists of words with no contexts. What per-
centage of these meanings do learners retain? Words should be chosen 
by the teacher and presented to the students prior to a reading assign-
ment in which the words were taken. Words should always be pre-
sented in context, for words do not have meanings when they are iso-
rh-123 
lated from the environment of the real world. Vocabulary study guides 
in which sentences with the selected vocabulary words are left out are 
useful. With the words listed in the margin, students choose the ap-
propriate word for each blank after reading an assignment. Interesting 
crossword puzzles can also be developed. 
Reading authorities agree that visual imagery is crucial to success 
in reading and spelling; therefore, such activities must be part of 
classroom instruction. One such activity that can be used in all business 
classes is controlled reader exercises. Vigorous controlled reader drills 
of about ten minutes in length repeated three or four times a week 
over a period of time tends to foster significantly improved reading 
skills. 
~tudents must ultimately develop skills with which they can learn 
meanings of unfamiliar words independently. Students can learn to 
place unfamiliar words on the front side of index cards. On the top 
of the reverse side of the cards, they are taught to write the sentence 
in which the word was used and on the bottom of the reverse side to 
state the dictionary definition. 
Study Skills 
Some teachers assume students know how to read the textbook 
properly. As a result, many youngsters learn how to study, or how not 
to study, by trial and error. Teachers should, first of all, guide learners 
through the whole book drawing particular attention to the title, con-
tents page, preface, index, glossary, appendix, bibliography, section 
headings, questions at end of chapters, student activities, footnotes, 
pictures, graphs, and tables. Students will benefit from a discussion of 
the value and/or purpose of each of these. 
When giving a specific reading assignment, good teachers help 
their students set a purpose for reading. They never say, "Read pages 6 
through 10 for tomorrow." Good teaching suggests requiring each 
reader to: 
1. Read and write name of chapter. 
2. Identify study helps: headings, introduction, graphs, pictures, 
summary, questions. 
3. Read introduction and/or summary carefully. 
4. Read main headings. 
5. Write on a card: name of chapter on front; summary on the 
back. 
6. Change first main heading into a question or do No. 7 first il 
there is no main heading. 
124-Th 
7. Read first section: write on the back of a card what the section 
contains and on the front make up a question that would lead to 
that answer or statement on the reverse side. 
8. Repeat 6 and 7 for the whole chapter (always number the cards) . 
9. Study for test by making two piles of cards. 
10. Prepare a diagram from what has been read (4). 
Each student may ask himself, "If I were preparing a test on the 
chapter, what would I ask?" Business students need to be involved with 
such study methods through which they can become independent 
learners. 
Library Research 
Since many students learn significantly more by doing research 
than by studying textbooks, business teachers are getting away from 
the "textbook-workbook" syndrome. Students are being taught how 
to gather pertinent business information and to choose information 
selectively by: 
1. Taking a library trip and viewing all the reference material 
appropriate for business students. 
2. Illustrating how to use indexes and card catalogs. 
3. Conducting "treasure hunts" for information requiring use of 
vanous resources. 
4. Inviting the librarian to explain library services. 
Business students are then asked to read widely and in depth on 
certain topics and report in writing or oraBy to the class. Utilization 
of such individual and group research projects will help students 
perceive, understand, and remember. 
Reading and Following Directions 
A common complaint of many teachers is that students cannot fol-
low directions. When asked if the students have been taught how to 
follow directions, a blank look usually appears on the face of the 
teacher. 
Business teachers can help students learn to follow directions by: 
1. Requiring pupils to number the consecutive steps when reading 
directions. 
2. Discussing the reasons for the particular sequence. 
3. Pointing out to pupils the value of reading the entire set of 
directions first to obtain a general understanding of purpose. 
4. Requiring the pupils in the second, more deliberate reading of 
the directions to determine how the steps in sequence, if followed, 
will achieve the purpose. 
rh-125 
5. Showing, by demonstration, the value of rereading directions 
during the process of completing a long series of directions to be 
sure that they are followed exactly and in sequence. 
6. Restudying directions to see where the error has occurred after 
the completion of a project when the purpose has not been 
achieved ( 7) . 
Reading Graphs 
Business infonnation is filled with graphs, figures, and tables. 
Without the ability to understand information in graphs, figures, and 
tables business students would miss much basic information. Business 
teachers need to illustrate how to read and interpret graphs, figures, 
and tables. 
Problem Solving 
One of the chief aims of business teachers is to educate students to 
make objective, rational decisions for the problems with which they 
are confronted. With the use of case problems and role playing, a 
teacher can lead students in defining problems, identifying goals, deter-
mining all possible solutions, analyzing the consequences of choosing 
each alternative, and then selecting the best solution (the one which 
contributes most to the ultimate goal). 
Skimming and Scanning 
Because of the voluminous amounts of infonnation business stu-
dents need to read, skimming and scanning is an important technique 
to acquire. Students should skim and scan references very quickly, list 
the important ones, and go back at a later time to read in detail. Stu-
dents should also be taught to read at different speeds depending on 
the nature and difficulty of the material. 
SUMMARY 
Vocational business students need special reading experiences that 
will help them become future business leaders, and basic business stu-
dents need special reading experiences to help them function as an 
economically literate adult. Every business teacher has an obligation 
to provide these experiences for each student enrolled in business 
courses. 
Business teachers can begin by determining students' reading level 
and reading rate as well as the level of difficulty of the infonnation 
their students are required to read. Built into every course must be the 
teaching of special business vocabulary, including extensive reading of 
126-Th 
a variety of business publications. Business teachers should specifically 
teach learners how to study, how to do library research, how to read 
and follow directions, how to read graphs, how to solve problems, 
and how to skim and scan. 
Although business teachers will find the strategies discussed just 
a place to start, an improvement in their students' reading ability and 
knowledge of course content will take place if the techniques are im-
plemented. The whole idea is to help learners before they encounter 
reading problems rather than afterwards. 
SELECTED REFERENCES 
1. Balsley, Irol W., "Potential and Needed Research in Business 
Education Relating to the Reading Problems of Business Educa-
tion Students," Speech delivered at NBEA Research Conference, 
October 13-15, 1971, St. Louis, Missouri. 
2. Bamman, et aI., Reading Instruction in the Secondary School. 
New York: David McKay Company, 1961. 
3. Bond, George W., "A Review of Significant Research Pertaining 
to the Reading Disabilities of Youth and Their Causes," Speech 
delivered at NBEA Research Conference, October 13-15, 1971, St. 
Louis, Missouri. 
4. Chapel, Joe and Dorothy Smith, The Key to a Successful Reading 
Program. Kalamazoo: Western Michigan University Reading 
Center and Clinic, 1972. 
5. Draper, Arthur G., and Gerald H. Moeller, "We Think with 
Words," Phi Delta KappanJ April, 1971, 482-83. 
6. Education U.S.A. Washington, D.C.: National School Public Re-
lations Association, March 6, 1972. 
7. Gros'skoph, Arlyss, "You Are a Reading Teacher," Speech deliver-
ed at NBEA Research Conference, October 13-15, 1971, St. Louis, 
Missouri. 
8. Hasselriis, Peter, "Strategies for Teaching Reading in Business 
Courses," Speech delivered at NBEA Research Conference, Octo-
ber 13-15, 1971, St. Louis, Missouri. 
9. Herber, Harold L., Teaching Reading in Content Areas. Engle-
wood Cliffs, New Jersey: Prentice Hall, 1971. 
rh-127 
10. House, Forrest Wayne, "Factors Affecting Student Achievement 
in Beginning Bookkeeping in the High School," Doctor's disserta-
tion, Columbus: The Ohio State University, 1951. 
11. Jacobs, Leland B., "Humanism in Reading," Phi Delta Kappan, 
April, 1971, 464-67. 
12. Weintraub, Samuel, et aI., "Summary of Investigations Relating to 
Reading, July 1, 1969, to June 30, 1970," Reading Research 
Quarterly, Winter, 1971, 135-319. 


Teaching Reading in Business Subjects

Reading Horizons: A Journal of Literacy andLanguage ArtsVolume 13Issue 3 April 1973 Article 34-1-1973Teaching Reading in Business SubjectsRon C. DeYoungWestern Michigan UniversityFollow this and additional works at: https://scholarworks.wmich.edu/reading_horizonsPart of the Education CommonsThis Article is brought to you for free and open access by the SpecialEducation and Literacy Studies at ScholarWorks at WMU. It has beenaccepted for inclusion in Reading Horizons: A Journal of Literacy andLanguage Arts by an authorized editor of ScholarWorks at WMU. For moreinformation, please contact maira.bundza@wmich.edu.Recommended CitationDeYoung, R. C. (1973). Teaching Reading in Business Subjects. Reading Horizons: A Journal of Literacy and Language Arts, 13 (3).Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol13/iss3/3TEACHING READING IN BUSINESS SUBJECTS Ron C. De Young WESTERN MICHIGAN UNIVERSITY All that mankind has done, thought, gained, or been; it is lying as in magic preservation in the pages of books. They are the chosen possession of men.-Carlyle "Anyone can read" is the attitude of some people, even people who should know better. The fallacy of such an attitude is realized with the following analogy. Aristotle is known to have said, "One learns to be a good flute player by playing the flute. One also learns to be a poor flute player by playing the flute." In the same way, one learns to be a good or poor reader by reading. Some teachers complain that the curriculum is already overpacked and they do not have time to crowd another teaching unit into their busy classes. Others " ... have been brainwashed into feeling that they must have the latest gadgets, programs, and publications or they can-not teach reading" (6). This may be true for special cases, in which the students should go to a reading specialist for clinical diagnosis and treatment; but some students just lack understanding of certain reading skills. Since a student spends most of the school day in the classroom and because subject matter teachers read their material better than anyone else, reading authorities believe the subject matter teachers should teach their students how to read the materials in their discipline. Teaching future business leaders to be effective readers is of particular importance because written documents continue to be the most efficient means for business men and women to read and learn the vast amounts of needed information. Business students preparing for initial employment need special learning experiences in reading, collecting, processing, storing, retrieving, and distributing information. In addition to the vocational business subjects, the business pro-gram in the secondary schools consists of basic business subjects which contribute to general education needed by all persons. Because teach-ers of these subjects welcome all students into their classes, there is apt to be a wide variance in reading levels represented. For this reason, it is important to remember that reading is much more than pronounc-ing letters and words. "Reading is bringing meaning to and taking meaning from the printed page" (11). Reading is a process rather than rh-121 a single fact. It is bringing the reader's experience and knowledge to bear on the meanings the writer has put in print. Business teachers, therefore, will appreciate in greater depth the reading problems of some students if they are aware of the meanings that different students are likely to bring to bear on business informa-tion. For example, students from minority backgrounds who have been exposed to very limited business experiences certainly will have different feelings about business information than students who have had many business experiences. For many words, students of minority groups will have no personal meaning at all. In either event, special instruction in reading is necessary. Reading need not be a separate course added to the curriculum, but rather an integral part of every course. This article will suggest strategies that the busy business teacher can use to help improve the reading skills of students in both vocational and basic business courses. READING LEVELS At the beginning of each class, business teachers can determine the reading levels of students. Instead of using individual tests such as reading specialists use, Hasselriis (8) suggests that classroom teachers use a Cloze test, a group test, to determine if their students can read their textbooks and other materials at an instructional level. Here is how it works. A passage is selected from any written mate-rial and the first sentence is typed in its entirety. Beginning with the second sentence any word is deleted and replaced with a numbered blank. From then on every fifth word is deleted and replaced with a number until fifty such deletions are made. All blank spaces are of equal length so that the length of the word that has been deleted is not revealed. The sentence in which the fiftieth deleted word occurs should be completed and the following sentence should be typed in its entirety. Students are asked to read through the entire selection to get a general idea of the content and then insert the words in the blanks that they think were deleted. In scoring the tests, only exact replace-ments are correct although minor misspellings are accepted. A stu-dent must score between 19 and 22 correct answers in order for the material to be considered at his instructional reading level. READING RATES Although most classroom teachers are not successful in significantly increasing the reading rates of learners, teachers should consider the 122-rh amount of time it takes students to read the assignments given them. Teachers may obtain rough reading rates very easily by having students read a portion of the textbook while being timed for five minutes (8). Students can then calculate a "words per minute" reading rate by counting the approximate number of words they read and dividing by five. A short comprehension test may be given on the material to make sure the students understood the information rather than just skimmed the surface to see how far they could get. This would admit-tedly give only a crude approximation of reading rates, but at least a teacher would become aware of the wide range of abilities in his class and also realize why some students never seem to finish a reading assignment. READING DIFFICULTY A major reason for lack of comprehension in business subjects is that the textbooks and related materials are difficult to read. House (10) found that business students need a reading comprehension level of at least the tenth grade, but a large majority of business stu-dents rank below this level. The nature of business information helps make it difficult to read. For example, the way one reads and interprets a financial report is considerably different than the way one reads a short story or novel. Another cause for the difficulty level is the technical vocabulary. Busi-ness vocabulari is difficult because such words as "liquid," "credit," "cycle," "depreciate," "account," "rescind," and "expense" along with hundreds of others have exact and special meanings to business people. SUCCESSfUL ACTIVITIES Recognizing the technical vocabulary and the difficult reading level of business information, successful business teachers have a planned program of activities for teaching students to read and com-prehend business information. Reinforcing Vocabulary Many students have been forced to learn vocabulary in the form of once-a-week-on-Friday lists of words with no contexts. What per-centage of these meanings do learners retain? Words should be chosen by the teacher and presented to the students prior to a reading assign-ment in which the words were taken. Words should always be pre-sented in context, for words do not have meanings when they are iso-rh-123 lated from the environment of the real world. Vocabulary study guides in which sentences with the selected vocabulary words are left out are useful. With the words listed in the margin, students choose the ap-propriate word for each blank after reading an assignment. Interesting crossword puzzles can also be developed. Reading authorities agree that visual imagery is crucial to success in reading and spelling; therefore, such activities must be part of classroom instruction. One such activity that can be used in all business classes is controlled reader exercises. Vigorous controlled reader drills of about ten minutes in length repeated three or four times a week over a period of time tends to foster significantly improved reading skills. ~tudents must ultimately develop skills with which they can learn meanings of unfamiliar words independently. Students can learn to place unfamiliar words on the front side of index cards. On the top of the reverse side of the cards, they are taught to write the sentence in which the word was used and on the bottom of the reverse side to state the dictionary definition. Study Skills Some teachers assume students know how to read the textbook properly. As a result, many youngsters learn how to study, or how not to study, by trial and error. Teachers should, first of all, guide learners through the whole book drawing particular attention to the title, con-tents page, preface, index, glossary, appendix, bibliography, section headings, questions at end of chapters, student activities, footnotes, pictures, graphs, and tables. Students will benefit from a discussion of the value and/or purpose of each of these. When giving a specific reading assignment, good teachers help their students set a purpose for reading. They never say, "Read pages 6 through 10 for tomorrow." Good teaching suggests requiring each reader to: 1. Read and write name of chapter. 2. Identify study helps: headings, introduction, graphs, pictures, summary, questions. 3. Read introduction and/or summary carefully. 4. Read main headings. 5. Write on a card: name of chapter on front; summary on the back. 6. Change first main heading into a question or do No. 7 first il there is no main heading. 124-Th 7. Read first section: write on the back of a card what the section contains and on the front make up a question that would lead to that answer or statement on the reverse side. 8. Repeat 6 and 7 for the whole chapter (always number the cards) . 9. Study for test by making two piles of cards. 10. Prepare a diagram from what has been read (4). Each student may ask himself, "If I were preparing a test on the chapter, what would I ask?" Business students need to be involved with such study methods through which they can become independent learners. Library Research Since many students learn significantly more by doing research than by studying textbooks, business teachers are getting away from the "textbook-workbook" syndrome. Students are being taught how to gather pertinent business information and to choose information selectively by: 1. Taking a library trip and viewing all the reference material appropriate for business students. 2. Illustrating how to use indexes and card catalogs. 3. Conducting "treasure hunts" for information requiring use of vanous resources. 4. Inviting the librarian to explain library services. Business students are then asked to read widely and in depth on certain topics and report in writing or oraBy to the class. Utilization of such individual and group research projects will help students perceive, understand, and remember. Reading and Following Directions A common complaint of many teachers is that students cannot fol-low directions. When asked if the students have been taught how to follow directions, a blank look usually appears on the face of the teacher. Business teachers can help students learn to follow directions by: 1. Requiring pupils to number the consecutive steps when reading directions. 2. Discussing the reasons for the particular sequence. 3. Pointing out to pupils the value of reading the entire set of directions first to obtain a general understanding of purpose. 4. Requiring the pupils in the second, more deliberate reading of the directions to determine how the steps in sequence, if followed, will achieve the purpose. rh-125 5. Showing, by demonstration, the value of rereading directions during the process of completing a long series of directions to be sure that they are followed exactly and in sequence. 6. Restudying directions to see where the error has occurred after the completion of a project when the purpose has not been achieved ( 7) . Reading Graphs Business infonnation is filled with graphs, figures, and tables. Without the ability to understand information in graphs, figures, and tables business students would miss much basic information. Business teachers need to illustrate how to read and interpret graphs, figures, and tables. Problem Solving One of the chief aims of business teachers is to educate students to make objective, rational decisions for the problems with which they are confronted. With the use of case problems and role playing, a teacher can lead students in defining problems, identifying goals, deter-mining all possible solutions, analyzing the consequences of choosing each alternative, and then selecting the best solution (the one which contributes most to the ultimate goal). Skimming and Scanning Because of the voluminous amounts of infonnation business stu-dents need to read, skimming and scanning is an important technique to acquire. Students should skim and scan references very quickly, list the important ones, and go back at a later time to read in detail. Stu-dents should also be taught to read at different speeds depending on the nature and difficulty of the material. SUMMARY Vocational business students need special reading experiences that will help them become future business leaders, and basic business stu-dents need special reading experiences to help them function as an economically literate adult. Every business teacher has an obligation to provide these experiences for each student enrolled in business courses. Business teachers can begin by determining students' reading level and reading rate as well as the level of difficulty of the infonnation their students are required to read. Built into every course must be the teaching of special business vocabulary, including extensive reading of 126-Th a variety of business publications. Business teachers should specifically teach learners how to study, how to do library research, how to read and follow directions, how to read graphs, how to solve problems, and how to skim and scan. Although business teachers will find the strategies discussed just a place to start, an improvement in their students' reading ability and knowledge of course content will take place if the techniques are im-plemented. The whole idea is to help learners before they encounter reading problems rather than afterwards. SELECTED REFERENCES 1. Balsley, Irol W., "Potential and Needed Research in Business Education Relating to the Reading Problems of Business Educa-tion Students," Speech delivered at NBEA Research Conference, October 13-15, 1971, St. Louis, Missouri. 2. Bamman, et aI., Reading Instruction in the Secondary School. New York: David McKay Company, 1961. 3. Bond, George W., "A Review of Significant Research Pertaining to the Reading Disabilities of Youth and Their Causes," Speech delivered at NBEA Research Conference, October 13-15, 1971, St. Louis, Missouri. 4. Chapel, Joe and Dorothy Smith, The Key to a Successful Reading Program. Kalamazoo: Western Michigan University Reading Center and Clinic, 1972. 5. Draper, Arthur G., and Gerald H. Moeller, "We Think with Words," Phi Delta KappanJ April, 1971, 482-83. 6. Education U.S.A. Washington, D.C.: National School Public Re-lations Association, March 6, 1972. 7. Gros'skoph, Arlyss, "You Are a Reading Teacher," Speech deliver-ed at NBEA Research Conference, October 13-15, 1971, St. Louis, Missouri. 8. Hasselriis, Peter, "Strategies for Teaching Reading in Business Courses," Speech delivered at NBEA Research Conference, Octo-ber 13-15, 1971, St. Louis, Missouri. 9. Herber, Harold L., Teaching Reading in Content Areas. Engle-wood Cliffs, New Jersey: Prentice Hall, 1971. rh-127 10. House, Forrest Wayne, "Factors Affecting Student Achievement in Beginning Bookkeeping in the High School," Doctor's disserta-tion, Columbus: The Ohio State University, 1951. 11. Jacobs, Leland B., "Humanism in Reading," Phi Delta Kappan, April, 1971, 464-67. 12. Weintraub, Samuel, et aI., "Summary of Investigations Relating to Reading, July 1, 1969, to June 30, 1970," Reading Research Quarterly, Winter, 1971, 135-319. 

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