It is pointed out that workplace reading primarily involves reading to do or reading that specifies action, as opposed to reading to learn or reading that centers on a topic as in a classroom. The author's development of reading to learn to do materials or tutorials that help users both to use a program and to learn is discussed. Her comparison with other research and her guidelines for developing effective tutorials provide help for the technical communicator's design of tutorials and have implications for the educator's design of assignments.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>