Abstract
Reading is theorised as a key aspect of one's educational and vocational adjustment. The reading scores on the Wide-Range Achievement Test 3 of 465 adult vocational assessment clients were examined. Reading varied across a range of social factors and the overall results were consistent with earlier studies, especially the Adult Literacy and Life Skills Survey. More than 50% of the sample had a US reading grade equivalent of Year 7 or below. While the median reading scores increased with educational level, there was substantial variation within groups. The results emphasised that people with widely varying skill levels can constitute an occupation. This variation has implications for the provision of any career guidance based on trait-factor concepts. Reading scores showed a small but statistically significant relationship with the return to work after injury. It is proposed that reading could be conceived as a foundation for career development.
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