The personnel director of a local industry requested reading help from Central Missouri State University for several employees. After several meetings, a workplace literacy program that used the whole language approach supplemented by direct instruction in word recognition skills was developed. Two types of tests were written. One, a vocabulary test, required the participant to identify 40 industry- or safety-related words instantly and out of context. The terms were drawn from Occupational Safety and Health Administration forms, technical manuals from the company, and the book entitled "Occupational Literacy" (Rush et al., 1986). The second test used the Cloze procedure as a simple and relatively accurate way to assess background knowledge necessary for general comprehension. Participants spent the first day of the program getting acquainted, browsing through magazines and newspapers for interesting articles, learning the VAKT (visual, auditory, kinesthetic, and tactile) method of study, writing journals, and having individual conferences with the instructor to set goals. Days 2-5 were spent reading self-selected materials, continuing word study routines established the first day, and using an informal reading inventory to begin individualized assessment. Ongoing procedures continued and expanded these activities with the aim of enabling participants to meet personal reading goals, build confidence and motivation, increase speaking and writing skills, and increase volume of reading and reading for pleasure. Appendices contain vocabulary development activities, word study procedures, screening instruments, a lesson plan, information on naturalistic assessment of reading, and lists of materials. (Includes 14 references). (CML)