Career education thus provides a framework that can make reading experiences vital and meaningful. Reading, as Brickell (1975) suggests, is  the only skill that will be used in every job, the only skill that can free the mind and put bread on the table  (p. 6). If his comments appear to be zealously stated, they nevertheless serve to amplify the reading-career education connection. For the vast majority of students reading is and will continue to be the most efficient vehicle for learning. It can serve as the prime tool for exploring the world of work and in sharpening the thinking skills needed to cope in a highly technological society. The reading curriculum, within a career education context, therefore, must be carefully articulated if students are to experience the full benefits of the reading-career education connection

Vacca, Richard T.

English

ScholarWorks at WMU

Reading Horizons: A Journal of Literacy and 
Language Arts 
Volume 18 
Issue 2 January 1978 Article 11 
1-1-1978 
The Reading-Career Education Connection 
Richard T. Vacca 
University of Connecticut 
Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons 
 Part of the Education Commons 
Recommended Citation 
Vacca, R. T. (1978). The Reading-Career Education Connection. Reading Horizons: A Journal of Literacy 
and Language Arts, 18 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol18/iss2/
11 
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. 
THE READING-CAREER
EDUCATION CONNECTION
Richard T. Vacca
UNIVERSITY OF CONNECTICUT, READING-STUDY CENTER, STORRS, CONNECTICUT
The forecasted career education quake has yet to shake our national
educational landscape with cataclysmic force. Its tremors, however, are felt
everywhere. The curriculum "faults" underlying the present educational
scene portend the dynamic role that career education will play in mar
shalling educational change, so say leaders of the career education
movement. Kenneth Hoyt (1975), for example, sees career education as a
response to a call for educational reform. Sydney Marland (1973) speaks of
career education not as a placebo or substitute for the "old curriculum,"
but as a new contextof learning. Within thiscontext, Marlandasserts,
The academic skills are still the school's raison d'etre. But we believe
young people . . . will learn them better, with more ease and in
terest, because their mathematics, language arts, science and social
studies have been related to purposes which students perceive as
important to theirown future lives, (p. 903)
If this be the case, reading —the basic tool that embraces all the academic
and vocational areas in one way or another—has a definitive role in the
curriculum reformation implicit in career education.
One of the "why's" of reading-career education is quickly discernible.
Henry Brickell (1975) says:
It isone thing ... todeclare that every student has the right to read;
it is another to declare that every student has a reason to read.
Career choice, career entry, career continuation, career progress are
all good reasons to read —reasons every student canunderstand, (p.
6)
Career education thus provides a framework that can make reading ex
periences vital andmeaningful. Reading, as Brickell (1975) suggests, is "the
only skill that will beused in every job, the only skill thatcan free the mind
and put bread on the table" (p. 6). If his comments appear tobe zealously
stated, they nevertheless serve to amplify the reading-career education
connection. For the vast majority of students readingisand will continue to
be the most efficient vehicle for learning. It can serve as the prime tool for
exploring the world of work and in sharpening the thinking skills needed to
cope in a highly technological society. The reading curriculum, within a
career education context, therefore, must be carefully articulated if
students are to experience the full benefits of the reading-career education
connection.
 I  
I  TI  
i  T. V a 
UNI SITY OF CONNECTICUT, READI - TUDY CENTER, STORRS, CONNECTICUT 
 forecasted career education quake has yet to shake o r national 
educational landscape ith cataclysmic force. Its tre ors, ho ever, are felt 
every ere. he curriculum "faults" underlying the present educational 
scene rtend the yna ic role that career e cation i l lay i  r-
s lling tional ange, s  say leaders f the areer ation 
t. eth t ( ), for a le, sees areer ation   
response to  ll f r tional refor . ey land ( ) eaks f 
reer tion  s  lacebo  titute f r t  ld rriculu ," 
      l r in .  t  t,  ts, 
e i  l       ' tre.    
  .  r   , t     -
,   ,  ,   l 
          
     .   
 i     ing--t      l   
       --h       
  l i     
       s   
r  ri ll ( ) s: 
 s e i     t        
t is   l r    t s  son  . 
       r ss  
l    t  --reaso    n r .  
6) 
areer t  t us r i   f  t t an  r  x-
eri  it  d eani f l. ea i ,  ri ll (  s est , is t  
l  s ill t at ill e s  in e r  j , t  l  s ill t at c  fr  t  i  
a  put r  n t  t l  ( . ). If i  c e t  a  to  zeal sl  
st t , t  nevert el  ser  to a plif  the rea i - r r educati  
connecti . For the vast ajorit  of st e ts reading is and il  conti  to 
be the ost efficient vehicl  for learning. It can serve as the pri e tool for 
explori  the orl  of ork and in shar e i  the thi i  skil s neede  to 
cope in a highl  technological society. The rea i  curri l , ithi  a 
career education context, therefore, ust be careful y articulated if 
students are to experience the ful  benefits of the reading-career education 
connection. 
r/i-139
Reading's role in career education should be mainly functional once
students have acquired basic reading skills for learning. Ascareer education
specialists attempt to develop competent practitioners and independent
learners of various careers, they must assume the responsibility for guiding
students not onlv in what to learn, but also in how to learn it successfully.
To the extent that reading serves as an essential tool in this process, career
education programs can provide natural contexts for students to develop
reading skills as needed- functionally in the pursuit of occupational
choices.
The Reading Curriculum in Career Education
There is consensus among reading people that students not only learn
and refine reading skillsdirectly, but need also be shown how to apply these
skillsfunctionally as dictated by the nature of the content in various subject
areas. One-half of the reading curriculum in career education can be
explained readily by visualizing a cone-shaped spiral, illustrative of "direct
reading instruction'' in basic skills. At the base of this cone in the
elementary grades during career awareness, the spiral is wide and tight to
represent heaw emphasis (Early, 1964; Vacca, 1976). As direct reading
instruction continues through the grades into career exploration and career
entry, the cone gradually tapers off as it spirals upward. Instruction is not as
heavv as it is selective and appropriate to the specific needs of diverse
learners. Complete a mental picture of the total reading curriculum in
career education bv overlaying the cone-shaped spiral with another one,
"one that begins narrowly in the primary grades and becomes broader as it
reaches the upper grades" (Early, 1964, p. 25). This spiral represents
"functional reading instruction" where emphasis is on the adaptation of
basic skills needed to learn content from a variety of sources and reading
situations.
Operationally, then, direct instruction centers around a set of basic
reading skills, arranged in a logical sequence and taught in a prescribed
manner. Reading material is selected for its value in teaching the skills and
providing practice once they are taught. 'YY\eNew Rochester Occupational
Reading Series: The fob Ahead (SRA, 1963) is an example of an early
program that proposes to develop basic skills directly through career-
centered reading materials. Careers: A Supplemental Reading Program
(Harcourt, Brace, Jovanovich, Inc., 1975) is a recent example of career-
centered materials which also attempt to teach reading skills directly.
Careers contains three levels for use in the intermediate grades. Each level is
housed in a box and provides a sound filmstrip for orientation or
motivation, story folders covering thirty-two careers, activity cards
correlated to the story folders, and a set of management folders for the
students.
Functional reading instruction, on the other hand, allows classroom
teachers to guide those reading skills required to learn their subject matter.
A functional emphasis, therefore, shows students how to apply basic
reading skills that are actually needed to read a particular subject-centered
h  
 k         
 (' ('          
i lists (' t   c ('    (,  
kar    ('('r , ('   (' (' ('    
('  t y    kar       ('    
            .  
i           
 l   (' ('d functi lly-      
 
 z'  rl' l    catz'  
           
   l  tly,          
ctz'on ll        ('     
.           
      , i    
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C'iement v      l      
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.           
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 erz" :  j       pk    
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   eers:    r  
 , . . :»     pk  
          
         radC'S   kv   
            
.        
             
t cTlt  
  .       
            
          
   c        
selection. Skills are not taught for the sake of teaching skills; nor are
reading skills practiced in isolated drill. A functional reading approach
does not come prepackaged in a box, a workbook, or a teacher's manual. It
arises out of a teacher's own sense of structure and an ability to adapt in
stiuction to materials actually read as part of class assignments. Herber
(1970). Herber and Sanders (1971), Herber and Barron (1973), and Herber
and Vacca (in press) have combined classroom-tested procedures and
strategies with an extended research effort to develop a system of functional
reading instruction in content areas.
'The Reading-Career Education Connection:
A Whole StaffResponsibility
If reading instruction is to be incorporated into career education
programs, a conscious effort must be made to develop its direct and func
tional components as students progress from stages of career awareness into
various facets of career exploration and entry. During the career awareness
years of a child's educational experience, direct reading instruction should
be stressed as it is currently under present curriculum strategies. This means
a systematic approach to the development of word recognition skills, basic
comprehension, locational skills and versatility in reading where rate is
adjusted to student purposes for reading. Whenever appropriate, reading
materials should reflect the career interests and aspirations of children.
Career education programs have the potential to infuse real-life situations
into the direct reading instructional program. Children have the op
portunity to develop reading power on materials that make sense; that
unlock the world of work and create awareness and interest in the oc
cupational possibilities that lie ahead.
As pupils move out of the awareness stage and into career exploration,
teachers' responsibilities should shift accordingly. They should be prepared
to "sneak" reading instruction into regular occupational settings and
situations. If reading skills become an integral aspect of job success in
certain career areas, a teacher must be trained to show students how to
apply basic skills to job-related materials. Functional reading training,
however, need not be solely task oriented. Students preparing for
professional careers must be shown how to read a variety of content-specific
material in an efficient and effective manner. Where reading skills are not
particularly needed to function successfully in a career, a teacher probably
would not incorporate reading skill training into his regular instructional
routines.
There is no doubt that the reading development of young people will be
facilitated through career education programs. Reading growth can be
attained through direct and functional reading strategies. During early
educational experiences, direct reading instruction should go hand-in-hand
with career awareness activities. By teaching reading skills directly in a
career-oriented atmosphere, educators will have the opportunity to
capitalize on children's real-life interests and aspirations.
Moreover, a functional emphasis on reading instruction in the upper
  c        :   
    t  .     
c            f'    
,l1i<;("<; Illl   ;\     t e  li    h  n   
',ll l ull 10 llldln   l   n u   sigI1H1 I1l  IkriWI 
 lkrb           
      i .'iroo -t    
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 rn f'    s       
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rh- 141
grade levels will extend the reading development of students who view
reading as a necessary tool for occupational success. Such an emphasis
makes reading instruction a valuable process-centered activity to students
who view reading as useful a means to an end, never an end in itself.
Career education thus becomes, in the words of Theodore Harris (1975), a
"curriculum reformation that makes reading a more functional part of the
educative process" (p. 113).
REFERENCES
Brickell. H. M. "National Perspectives on Career Education," Reading and
Career Education, eds. D. M. Nielsen and H. F. Hjelm. Newark,
Delaware: International Reading Association, 1975, 2-6.
Early, M. J. "The Meaning of Reading Instruction in Secondary Schools,"
Journal of Reading, October, 1964,25-30.
Harris, T. I.. "Summary and Comment on Reading and Career
Education, "Reading and Career Education, eds. D. M. Nielsen and H.
F. Hjelm. Newark, Delaware: International Reading Association, 1975,
113 115.
Herber, H. E., and R. F. Barron (eds.). Research in Reading in the
Content Areas: Second Monograph. Syracuse, New York: Syracuse
University Reading and Language Arts Center, 1973.
Herber, H. L., and P. L. Sanders (eds.) Research in Reading in the
Content Areas: First Monograph. Syracuse. New York: Syracuse
University Reading and Language Arts ('enter, 1971.
Herber. II. I... and R. T. Yacca {eds.). Research in Reading in the Content
Areas: Third Monograph. Syracuse, New York: Syracuse University
Reading and Language Arts Center. 1976.
Herber, H. L. Teaching Reading in the Content Areas. Englewood Cliffs.
NewJersev: Prentice-Hall. Inc.. 1970.
Hoyt. K. "Straight Answers on Career Education," Today's Education,
January-February, 1975. 60-63.
Marland. S. P. "Career Education and the Humanities." English Journal,
September, 1973. 900-907.
Yacca. R. I . "Curriculum Coals in Reading in the Middle Grades," New
England Reading AssociationJournal, 1976, 9-13.
h- 41 
ra e levels il  e t  t  rea i  e el e t  st e ts ho vie  
r i  s  e s  t ol f r ti  s s . ch  {' i  
a  r i  i str ti  a l l  r ss- t r  ti  t  st t  
 \·i  r i  as s   s t   . r   i  its lf. 
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The Reading-Career Education Connection

Reading Horizons: A Journal of Literacy andLanguage ArtsVolume 18Issue 2 January 1978 Article 111-1-1978The Reading-Career Education ConnectionRichard T. VaccaUniversity of ConnecticutFollow 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 CitationVacca, R. T. (1978). The Reading-Career Education Connection. Reading Horizons: A Journal of Literacy and Language Arts, 18 (2).Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol18/iss2/11THE READING-CAREEREDUCATION CONNECTIONRichard T. VaccaUNIVERSITY OF CONNECTICUT, READING-STUDY CENTER, STORRS, CONNECTICUTThe forecasted career education quake has yet to shake our nationaleducational landscape with cataclysmic force. Its tremors, however, are felteverywhere. The curriculum "faults" underlying the present educationalscene portend the dynamic role that career education will play in marshalling educational change, so say leaders of the career educationmovement. Kenneth Hoyt (1975), for example, sees career education as aresponse to a call for educational reform. Sydney Marland (1973) speaks ofcareer education not as a placebo or substitute for the "old curriculum,"but as a new contextof learning. Within thiscontext, Marlandasserts,The academic skills are still the school's raison d'etre. But we believeyoung people . . . will learn them better, with more ease and interest, because their mathematics, language arts, science and socialstudies have been related to purposes which students perceive asimportant to theirown future lives, (p. 903)If this be the case, reading —the basic tool that embraces all the academicand vocational areas in one way or another—has a definitive role in thecurriculum reformation implicit in career education.One of the "why's" of reading-career education is quickly discernible.Henry Brickell (1975) says:It isone thing ... todeclare that every student has the right to read;it is another to declare that every student has a reason to read.Career choice, career entry, career continuation, career progress areall good reasons to read —reasons every student canunderstand, (p.6)Career education thus provides a framework that can make reading experiences vital andmeaningful. Reading, as Brickell (1975) suggests, is "theonly skill that will beused in every job, the only skill thatcan free the mindand put bread on the table" (p. 6). If his comments appear tobe zealouslystated, they nevertheless serve to amplify the reading-career educationconnection. For the vast majority of students readingisand will continue tobe the most efficient vehicle for learning. It can serve as the prime tool forexploring the world of work and in sharpening the thinking skills needed tocope in a highly technological society. The reading curriculum, within acareer education context, therefore, must be carefully articulated ifstudents are to experience the full benefits of the reading-career educationconnection. I  I  TI  i  T. V a UNI SITY OF CONNECTICUT, READI - TUDY CENTER, STORRS, CONNECTICUT  forecasted career education quake has yet to shake o r national educational landscape ith cataclysmic force. Its tre ors, ho ever, are felt every ere. he curriculum "faults" underlying the present educational scene rtend the yna ic role that career e cation i l lay i  r-s lling tional ange, s  say leaders f the areer ation t. eth t ( ), for a le, sees areer ation   response to  ll f r tional refor . ey land ( ) eaks f reer tion  s  lacebo  titute f r t  ld rriculu ,"       l r in .  t  t,  ts, e i  l       ' tre.      .  r   , t     -,   ,  ,   l                .    i     ing--t      l          --h         l i            s   r  ri ll ( ) s:  s e i     t        t is   l r    t s  son  .        r ss  l    t  --reaso    n r .  6) areer t  t us r i   f  t t an  r  x-eri  it  d eani f l. ea i ,  ri ll (  s est , is t  l  s ill t at ill e s  in e r  j , t  l  s ill t at c  fr  t  i  a  put r  n t  t l  ( . ). If i  c e t  a  to  zeal sl  st t , t  nevert el  ser  to a plif  the rea i - r r educati  connecti . For the vast ajorit  of st e ts reading is and il  conti  to be the ost efficient vehicl  for learning. It can serve as the pri e tool for explori  the orl  of ork and in shar e i  the thi i  skil s neede  to cope in a highl  technological society. The rea i  curri l , ithi  a career education context, therefore, ust be careful y articulated if students are to experience the ful  benefits of the reading-career education connection. r/i-139Reading's role in career education should be mainly functional oncestudents have acquired basic reading skills for learning. Ascareer educationspecialists attempt to develop competent practitioners and independentlearners of various careers, they must assume the responsibility for guidingstudents not onlv in what to learn, but also in how to learn it successfully.To the extent that reading serves as an essential tool in this process, careereducation programs can provide natural contexts for students to developreading skills as needed- functionally in the pursuit of occupationalchoices.The Reading Curriculum in Career EducationThere is consensus among reading people that students not only learnand refine reading skillsdirectly, but need also be shown how to apply theseskillsfunctionally as dictated by the nature of the content in various subjectareas. One-half of the reading curriculum in career education can beexplained readily by visualizing a cone-shaped spiral, illustrative of "directreading instruction'' in basic skills. At the base of this cone in theelementary grades during career awareness, the spiral is wide and tight torepresent heaw emphasis (Early, 1964; Vacca, 1976). As direct readinginstruction continues through the grades into career exploration and careerentry, the cone gradually tapers off as it spirals upward. Instruction is not asheavv as it is selective and appropriate to the specific needs of diverselearners. Complete a mental picture of the total reading curriculum incareer education bv overlaying the cone-shaped spiral with another one,"one that begins narrowly in the primary grades and becomes broader as itreaches the upper grades" (Early, 1964, p. 25). This spiral represents"functional reading instruction" where emphasis is on the adaptation ofbasic skills needed to learn content from a variety of sources and readingsituations.Operationally, then, direct instruction centers around a set of basicreading skills, arranged in a logical sequence and taught in a prescribedmanner. Reading material is selected for its value in teaching the skills andproviding practice once they are taught. 'YY\eNew Rochester OccupationalReading Series: The fob Ahead (SRA, 1963) is an example of an earlyprogram that proposes to develop basic skills directly through career-centered reading materials. Careers: A Supplemental Reading Program(Harcourt, Brace, Jovanovich, Inc., 1975) is a recent example of career-centered materials which also attempt to teach reading skills directly.Careers contains three levels for use in the intermediate grades. Each level ishoused in a box and provides a sound filmstrip for orientation ormotivation, story folders covering thirty-two careers, activity cardscorrelated to the story folders, and a set of management folders for thestudents.Functional reading instruction, on the other hand, allows classroomteachers to guide those reading skills required to learn their subject matter.A functional emphasis, therefore, shows students how to apply basicreading skills that are actually needed to read a particular subject-centeredh   k          (' ('          i lists (' t   c ('    (,  kar    ('('r , ('   (' (' ('    ('  t y    kar       ('                .  i            l   (' ('d functi lly-        z'  rl' l    catz'                l  tly,          ctz'on ll        ('     .                 , i     "   .         C'iement v      l      (' rC'Sent avy   ;   s t     ('       .  ('  s          y    k      i     .            (,d  y       ,                fX'   , .    l                          . . t         ,                           ('    The   tXlt l  erz" :  j       pk           ('      eers:    r   , . . :»     pk                     radC'S   kv               .                     t cTlt    .                                c        selection. Skills are not taught for the sake of teaching skills; nor arereading skills practiced in isolated drill. A functional reading approachdoes not come prepackaged in a box, a workbook, or a teacher's manual. Itarises out of a teacher's own sense of structure and an ability to adapt instiuction to materials actually read as part of class assignments. Herber(1970). Herber and Sanders (1971), Herber and Barron (1973), and Herberand Vacca (in press) have combined classroom-tested procedures andstrategies with an extended research effort to develop a system of functionalreading instruction in content areas.'The Reading-Career Education Connection:A Whole StaffResponsibilityIf reading instruction is to be incorporated into career educationprograms, a conscious effort must be made to develop its direct and functional components as students progress from stages of career awareness intovarious facets of career exploration and entry. During the career awarenessyears of a child's educational experience, direct reading instruction shouldbe stressed as it is currently under present curriculum strategies. This meansa systematic approach to the development of word recognition skills, basiccomprehension, locational skills and versatility in reading where rate isadjusted to student purposes for reading. Whenever appropriate, readingmaterials should reflect the career interests and aspirations of children.Career education programs have the potential to infuse real-life situationsinto the direct reading instructional program. Children have the opportunity to develop reading power on materials that make sense; thatunlock the world of work and create awareness and interest in the occupational possibilities that lie ahead.As pupils move out of the awareness stage and into career exploration,teachers' responsibilities should shift accordingly. They should be preparedto "sneak" reading instruction into regular occupational settings andsituations. If reading skills become an integral aspect of job success incertain career areas, a teacher must be trained to show students how toapply basic skills to job-related materials. Functional reading training,however, need not be solely task oriented. Students preparing forprofessional careers must be shown how to read a variety of content-specificmaterial in an efficient and effective manner. Where reading skills are notparticularly needed to function successfully in a career, a teacher probablywould not incorporate reading skill training into his regular instructionalroutines.There is no doubt that the reading development of young people will befacilitated through career education programs. Reading growth can beattained through direct and functional reading strategies. During earlyeducational experiences, direct reading instruction should go hand-in-handwith career awareness activities. By teaching reading skills directly in acareer-oriented atmosphere, educators will have the opportunity tocapitalize on children's real-life interests and aspirations.Moreover, a functional emphasis on reading instruction in the upper  c        :       t  .     c            f'    ,l1i<;("<; Illl   ;\     t e  li    h  n   ',ll l ull 10 llldln   l   n u   sigI1H1 I1l  IkriWI  lkrb                 i .'iroo -t     c      t            Th   catz'    hol   si z zt            .   t         - rn f'    s       \ari  t        f' f'f'   v           h       f'         v                  f'r    f'   f'  f'    f'      f'   f'  f'              f' lif            -v  f' f'        :               -                                                 .           v         C\' .                                  larl\"                             ci                      f'     .        c  c          c  s hn   l     t li7(,    c    \1() ('O\ .  l       r rh- 141grade levels will extend the reading development of students who viewreading as a necessary tool for occupational success. Such an emphasismakes reading instruction a valuable process-centered activity to studentswho view reading as useful a means to an end, never an end in itself.Career education thus becomes, in the words of Theodore Harris (1975), a"curriculum reformation that makes reading a more functional part of theeducative process" (p. 113).REFERENCESBrickell. H. M. "National Perspectives on Career Education," Reading andCareer Education, eds. D. M. Nielsen and H. F. Hjelm. Newark,Delaware: International Reading Association, 1975, 2-6.Early, M. J. "The Meaning of Reading Instruction in Secondary Schools,"Journal of Reading, October, 1964,25-30.Harris, T. I.. "Summary and Comment on Reading and CareerEducation, "Reading and Career Education, eds. D. M. Nielsen and H.F. Hjelm. Newark, Delaware: International Reading Association, 1975,113 115.Herber, H. E., and R. F. Barron (eds.). Research in Reading in theContent Areas: Second Monograph. Syracuse, New York: SyracuseUniversity Reading and Language Arts Center, 1973.Herber, H. L., and P. L. Sanders (eds.) Research in Reading in theContent Areas: First Monograph. Syracuse. New York: SyracuseUniversity Reading and Language Arts ('enter, 1971.Herber. II. I... and R. T. Yacca {eds.). Research in Reading in the ContentAreas: Third Monograph. Syracuse, New York: Syracuse UniversityReading and Language Arts Center. 1976.Herber, H. L. Teaching Reading in the Content Areas. Englewood Cliffs.NewJersev: Prentice-Hall. Inc.. 1970.Hoyt. K. "Straight Answers on Career Education," Today's Education,January-February, 1975. 60-63.Marland. S. P. "Career Education and the Humanities." English Journal,September, 1973. 900-907.Yacca. R. I . "Curriculum Coals in Reading in the Middle Grades," NewEngland Reading AssociationJournal, 1976, 9-13.h- 41 ra e levels il  e t  t  rea i  e el e t  st e ts ho vie  r i  s  e s  t ol f r ti  s s . ch  {' i  a  r i  i str ti  a l l  r ss- t r  ti  t  st t   \·i  r i  as s   s t   . r   i  its lf. r r ti  t  . i  t  r   r  rri  l97~»).   r ml  t  akes r   r  f t    t  ti    ).  ri l  I I. 1\1   l    t .  e   c  ucall· . s. . . i   . . j l . ark.    .'ioci . .2-  rlv. 1\1. J.        .  o(Readin . . 4. :W  Il rri .  L. v       .     .   .    .  . :   i ti . . 11  I krber. I I  L   . .  c .).  ll  hI    rc([. ,'  rw jJ , .  :  ll n'rsi      .  r,   .   .  el .)        r .'  jJ  ,    llnivCf  i     C Cf     L,  .  \'ac  (c          jJ  , :\l    t        . II   l'   l'   t   . cy  c   .. . t.   \\Trs    ()d \<~ f~d cati() . . :)  GO-G3. ,       Il ,  h~  . . :), . \'   T, i l  G ls i  i  i  t c \li c ,  ,'\le   i  ,..Jssociation./ourn l, G  :)  

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The Reading-Career Education Connection

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