The ten articles in this yearbook were drawn from Arizona State University's Annual Reading Conference. The first two articles present different perspectives on current research in the teaching of reading comprehension, the third offers a systematic plan for teaching comprehension to remedial readers, and a fourth looks at reading as a tool for dealing with technological challenges from the mechanical arts to mathematics and the theoretical sciences. A fifth article offers suggestions for practical classroom activities for building and reinforcing comprehension skills in readers at all stages, the sixth defuses the controversy between the proponents of phonics-based versus meaning-based reading instruction, while the seventh discusses the effect of parents on children's early reading. The eighth article provides evidence of the effect of reading on ideas and life views and the ninth contains a history of speed reading in the United States. The final article describes a skills-based reporting system for migrant children--the Migrant Record Transfer System--which permits reachers to transmit skill information in the areas of mathematics, early childhood education, oral language development, and reading. (FL)