The demand for worker literacy is increasing in nearly every occupation, from entry-level blue collar to top professional and technical. The types of reading and writing required on the job differ considerably from the literacy activities required of students in schools. Most of the reading done in the workplace environment is done for the express purposes of doing, learning, and assessing, whereas most of the reading done by secondary students is done to obtain information needed to answer teachers' questions. Student-based theories of composition and useful reading comprehension must therefore be modified before they can be applied meaningfully to the special forms of workplace literacy. Various models have been developed to explain both the product and process of reading and writing (including schema theory, oracy and alternate systems, and metacognition). Schools generally use product theories, which cannot fully take into account the complexities of writing at work. One useful model that can be adapted to develop a job literacy problem-solving model is Flower and Hayes' Cognitive Process Theory of Writing. According to the model, writers anticipate their audience and define their purpose, generate the ideas they need to convey, organize their ideas, translate them into a form that will be useful to others, review and evaluate them, and eventually revise them. (Three examples of the operation of the job literacy problem-solving model and a bibliography are provided.) (MN)