In addition to the familiar problem of functional illiteracy (the inability of adults to read at a basic level) another distrubing problem is becoming apparent--aliteracy. Increasing numbers of capable readers are choosing not to read. This problem is indicated by a 1969 survey that found that 58% of United States adults have never finished a book, and a 1973 study that indicated that only 26% of adults read magazines. Even in school and at work, very little reading is done. Minimum standards programs deal with symptoms but not with such causes as the ever-rising standard of literacy to be met by readers or the problem of poor parental modeling in reading in the home. A balanced program for the solution to aliteracy must include these three emphases: (1) functional literacy must be viewed as a changing level of ability relative to changing job expectations. (2) The ability to continue learning must be recognized as a basic skill in view of the high likelihood of job change and consequent retraining needs. (3) Since aliterate individuals are likely to fall short of the demands of continued learning and to be poor reading models to their children, schools must emphasize the development of positive reading habits and attitudes among future parents. (DF)