The first paper in this collection summarizes 21 years of research into reading and presents a list of developments in the field and their implications for practice. The developments include: (1) reading is a process influenced by the text and the purpose; (2) the developmental context in which literacy is acquired is important, as is the complexity of the relationship between spoken and written language; and (3) in a literate society, the foundations for many children are laid well before entry to school. The second paper calls for research concerning questions as to whether the expansion of higher education is contributing to the advancement of learning and whether new entrants to higher education are receiving an education worthy of the name. The paper argues that such research can contribute to the advancement of learning for all. (Thirty-six references are attached to the first paper, and 28 references are attached to the second paper.) (RS)