Issued twice yearly, this journal focuses on materials of interest to teachers of reading at the college level. The five articles in this issue deal with the following topics: basic skills instruction, judging the success of college reading programs, the effect of copying or paraphrasing structurally-cued topic sentences on passage comprehension, the emergent role of reading specialists as consultants to college faculties, and how the directions on standardized tests may preclude the application of test-wiseness strategies. (FL)