Ten guidelines for the reading teacher to aid in finding programs that will become an indispensable part of reading activities in the classroom. (CRH)

Presents a practical method of conducting conferences with developmental students in large college reading/study skills programs. Suggests that the method could also be used to monitor and document students' attitudinal changes and perceived progress throughout a term. (FL)

Describes a study investigating the effects of group hypnosis on the reading performance of university students in a reading and writing center. Discusses study procedures and presents data on pretest scores and gains in vocabulary and comprehension scores. Concludes that regular use of self-hypnosis significantly improved performance. (DMM)

Examines whether sex differences in reading learning rate occurred when female instructors worked with small groups of elementary school boys and girls on an individualized basis in an intensive summer reading clinic program. Reports that girls outperformed boys on all measures. (RAE)

The 2000 and 2003 international studies of the Program for International Student Assessment (PISA) among all Organization for Economic Cooperation and Development (OECD) countries presented disappointing results for Germany's fifteen-year-old students' reading skills. These studies pointed out two necessities for future reform: to extend the…

Ongoing program evaluation is examined as an evolutionary process in which the form of evaluation changes in response to the questions to be addressed. As programs evolve over time, so should the evaluation designs. The concept is illustrated with two examples from a large school district in Florida. (Author/CM)

Offers six suggestions for making the college student's encounter with the reading clinic a pleasant and successful one. (FL)

Measures the effects of infusing writing components into a university reading laboratory. Reports that reading improvement was significant with writing infusions but that results are inconclusive due to lack of true experimental design. (AEW)

Describes a college developmental reading laboratory model using peer tutors to provide training in comprehension study skills. Reports the results of a study evaluating the impact of training on student performance from the perspective of the participants. (MM)

Concludes that subjects in a clinic setting developed a variety of reading and writing strategies to enable them to succeed during their time at the clinic and that helped them maintain their processing--in spite of questionable teaching practices. (FL)

Describes the process by which an individualized instruction reading test program was developed. (CRH)

Describes the impact of the Reading Miscue Inventory (RMI) on the case study results of two primary grade students and one seventh grade student who had been referred to a college reading clinic. (FL)

Describes the reading and writing laboratory program at the University of Albuquerque. (FL)

Retarded readers were bused to a special "reading" school for small group individualized instruction. Matched controls remained at their home schools using the regular reading program. When compared on reading gains, reading attitudes, and self-concept, experimental students were superior only on comprehension for two of the three study years.…

Explains the Monitor Model of adult second-language development. Describes a study conducted at Queens College to assess the value of mandatory reading laboratory attendance for English-as-a-Second-Language (ESL) students. (DMM)