This study examines some assumptions about context clues. Relating research in vocabulary instruction for readers yields a generic system of semantic function categories. These categories are broad enough to include word and nonword clues. Samples from technical writings of different readability levels are analyzed to demonstrate the utility of teaching such a system to technical writers and editors.

This article examines currently popular technical editorial practices in the preparation of communications directed at nontechnical readers. In light of these practices it presents source materials for reviewing readability research on available formulas and procedures, explaining their development, and demonstrating some of the benefits and pitfalls for editors and writers directing technical materials to the nontechnical reader. Concluding, the writer suggests that theoretical readability formula research become part of the corpus of information presented at pre- and in-service training programs for technical writers.

For the purpose of continually improving an English teacher training program, an attempt was made to research the expected competencies of reading instructors in relation to technical report writers. Interviews were conducted with those involved in the teaching of technical report writing. The interviews reflected very little familiarity with reading instruction at the college level. The results were coupled with current research findings on training and duties of college reading instructors. This suggested a possible strategy for improving services to technical report writing students.