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With the impetus gathered by such ideas as presented by Flesch (1955) in "Why Johnny Can't Read" and, certainly, by Allen's (1969) proclamation that every child should have the "right to read," a large portion of current educational writing has concerned the area of reading and reading education. Within reading education one particular facet of instruction, content area reading, has blossomed within the last few years. Articles, books, and conference sessions have been devoted to this very specific area of reading education (Herber, 1970; Laffey, 1972; Robinson, 1975).

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