Analysis of reading applications in everyday life and on the job should be done at the task level because a task is the lowest level of behavior that describes the performance of a meaningful function. The main objectives of such an analysis are to identify the technical aspects of the actions a learner performs in a functional setting and to identify the prerequisite reading skills and knowledge for those actions. The following 11 steps are performed during the analysis: (1) identify critical tasks during an interview with the learner; (2) observe a competent performer of the critical tasks in action, asking questions that produce information on the worker's mental processes; (3) obtain copies of printed materials used to perform the task; (4) review the materials to become oriented to the activities, environment, tools, and equipment for the task; (5) screen the materials for tasks that are problematic for learners; (6) sequence and prioritize the tasks selected for instructional materials development; (7) break down major tasks into steps, substeps, and single behaviors and identify the required reading, writing, and computation processes employed for each; (8) analyze each task behavior to determine what fact or concept students need to know or learn; (9) document the tasks and the reading, writing, and computing processes embedded in each and make instructional objectives of them; (10) categorize the functional tasks by reading, writing, computing processes needed; and (11) retain the printed functional task materials to use with students. (The document contains lists that show applications of reading skills and of writing skills found in the workplace and a sample literacy task analysis format.) (CML)