Five essays for reading instructors at two-year colleges are provided in this issue of "Forum for Reading." First, Kent Smith notes the increased recruitment of underprepared students and argues that colleges are responsible for assuring that admissions personnel, administrators, and faculty know the types of students they can and cannot help given the parameters of their institution's remedial programs. Next, Sigrid M. Renner points to the weaknesses common to many college-level remedial programs and concludes that successful programs incorporate counselors into the reading program, use core studies and content area reading, and emphasize the individual. Ruth J. Kurth and Patricia A. Moseley describe a study of in-print structural cueing systems, revealing that asking students to paraphrase structurally important sentences within prose passages significantly increases their reading comprehension. In her examination of the emerging role of reading specialists as consultants to faculty, Judith M. Walter underscores the importance of establishing academic credibility, sensitizing faculty to the reading needs of students, and creating experimental instructional materials. Finally, Evelyn W. Jackson demonstrates how directions on the comprehension subsection of the Nelson-Denny Reading Test may preclude the application of test-wiseness strategies. (JP)