Distinguishes between the kind of reading practiced in schools--reading to learn--and the kind of reading practiced in the workplace--reading to do. Places computer tutorials in a third category--reading to learn to do. Suggests guidelines for designing tutorials and for designing assignments. (JAD)

Discusses how readers process text and the implications this processing has for technical writers. Presents guidelines for designing documents so that readers can better understand and apply what they have learned from text. (JAD)