That the attainment of literacy does not represent a unitary process or a unitary set of skills is reflected in this collection of papers from a variety of disciplines showing concerns about reading problems. Following an introduction by Sheila White, the first half of the book contains the following articles: "The Practice of Literacy: Where Mind and Society Meet" (Sylvia Scribner); "A Structure and Meaning Based Classification of Lexical Categories" (Doris Aaronson and Steven Ferres); "The Reading of Content and Noncontent Words by Dyslexics" (Marion Blank and Carol Bruskin); "Timing Analysis of Coding and Articulation Processes in Dyslexia" (Samuel Anderson, Frances Nash Podwall, and Joseph Jaffe); "Comparisons among EEG, Hair Minerals and Diet Predictions of Reading Performance in Children" (R. W. Thatcher, R. McAlaster, M. L. Lester, and D. S. Cantor); and "The Impact of Phonemic Processing Instruction on the Reading Achievement of Reading-Disabled Children" (Ellis Richardson). Following an introduction by Virginia Teller, the second half of the book contains the following articles: "The Origins of Sexist Language in Discourse (Sally McConnell-Ginet); "Recent Psycholinguistic Research on Figurative Language" (Robert R. Hoffman); "The Role of Metaphor in Our Perception of Language" (Robert R. Verbrugge); "Problems of Linguistic Insecurity in Multicultural Speech Contexts" (Wilma Bucci and Milton Baxter); "Language Learnability, Language Variation, and Some Recent Proposals in Grammatical Theory" (Mark Baltin); and "Topicalization and Left-Dislocation: A Functional Analysis" (Ellen F. Prince). (EL)