The nine articles presented in this yearbook were drawn from Arizona State University's Annual Reading Conference which focused on new directions in reading. Four of the articles deal with evaluation techniques in reading and include discussions of developing culture-fair informal reading inventories, what oral language tests really measure, and evaluations of norm-referenced and criterion-referenced measures of reading achievement. The theory and practice related to expressive language skills are discussed in two articles, one dealing with teaching in a bilingual culture, the other with language development through the content areas. The remaining three articles cover the need for readability estimates in the selection of supplementary reading materials, a suggestion that reading researchers look to government and industry for support, and a plea for all educators to humanize instructional practices. (FL)