Defines literacy as an equilibrium between the achievement of the person and the demands of the context in which the person is situated. Suggests that understanding this equilibrium is the first step in developing realistic educational programs. (AEA)

Suggests ways to stimulate content area teachers' interest in content area reading programs. Advocates a philosophy of "content communication," which can be developed by guiding subject matter teachers through five developmental stages (awareness, knowledge, simulation, practice, and incorporation). (JT)