Describes three different types of discipline-oriented English-as-a-Second-Language (ESL) reading courses: multiple content courses, with readings from several subject areas; paired courses, where students enroll in a mainstream class paired with an ESL reading class; and theme courses, with readings taken from one specific mainstream discipline.…

Describes how reading for pleasure for 20 minutes of each class period in a beginning, intermediate-level reading course for adults in English as a Second Language resulted in language development in terms of reading, writing, and comprehension, as well as increased confidence. (SR)

A course for improving Dutch reading proficiency of entering university students was developed by the Linguistic and Literacy Studies department of the University of Tilburg in the Netherlands. Dutch secondary school students receive instruction in text-specific approaches to reading but no instruction in reading methodology. The course focuses on…

This report describes the birth of the Eve Malmquist Institute for Reading (EMIR) and its first year of operation. The report is in two parts. The first part presents the addresses given at the opening ceremony where the speakers gave their views on different aspects of reading and reading development, such as reading for pleasure, reading…

A new model reading lesson is presented for adult English-as-a-Second-Language (ESL) students. Teachers are encouraged to give their students real books to read rather than texts prepared especially for ESL students. The approach involves the teacher as a resource and advocates students learning to evaluate their own understanding by discussing…

Discusses the rationale and technique for using subtitled foreign films with an integrated language approach in a developmental college reading class. Reports student attitudes. Shows that the subtitled films motivated students to read, gave them good time on task, and improved their knowledge of other cultures and eras. (SR)

Suggests that autobiography is a fertile context for students to develop a facility for reading and writing and for defining and constructing themselves within an academic setting. Discusses using autobiography in an introduction to academic discourse course for developmental college students. (RS)

Descriptions of selected college reading improvement programs (most of which were begun in the 1920s or 1930s) reveals that with the exception of increased standardization in the areas of administrative concerns, little seems new. Reviewing the cases of seven college reading improvement programs (Harvard, Hamline, Amherst, University of Chicago,…

Describes the developmental reading program at a Midwestern university which has as its major objectives the improvement of vocabulary, reading comprehension, and reading rates. (FL)

Describes a variable, intermediate, and senior level class project using articles from German language periodicals to teach German, including suggestions about handouts (samples included), text selection, teaching procedures, and hints about adapting the project to suit different instructional needs. (Author/CB)

Describes an advanced reading course at Mississippi State University that is designed to increase vocabulary, comprehension, and reading rate. Notes that unteaching reading habits necessary to beginner's instruction is a large part of increasing students' effective reading rate. Presents student performance statistics. (RS)

Describes how students in a history course for developing college readers assumed the investigatory role of a parliamentary committee to study the impact of industrialization in nineteenth-century Britain. (SR)

Demonstrates the following four-stage procedure for adapting foreign-language texts to improve college students' Spanish reading proficiency: selecting specific objectives for each section; selecting the linguistic elements needed to realize objectives; stating the type of control that is expected (conceptual, partial, or full); using appropriate…

Examines the effectiveness of a remediation program that coordinated the existing remediation curriculum with required academic courses. Finds that the program was successful in improving student reading abilities, assisting them in performing well in a beginning history course and retaining them at the university. (RS)

Describes how Uninterrupted Sustained Silent Reading has been successfully incorporated into college reading classes with developmental learners as an authentic method of assessing and improving students' attitudes toward reading. (SR)