Describes how a course of pleasure reading (reading romance novels) improved the reading ability of three female foreign students to the point where they could with confidence handle university-level textbooks in their fields, which previously had led the students only to frustration. (SR)

Describes a project which ranked over 100 adult disabled readers by ability level. Provides profiles of disability types, and makes suggestions for teaching strategies appropriate to each level. (ARH)

Describes the uses and limitations of the revised Reading Evaluation Adult Diagnosis test. (HOD)

Describes a reading and listening study aid called a map" which, in addition to synthesizing information, displays it in pictorial form with special markings for main and supporting ideas. (MS)

Reports on a study in which ninth-grade students of differing reading ability were asked to paraphrase a section of text. Indicates that a major difference among reader ability groups was in the number of inferences they made in the paraphrasing task. (HTH)

Presents four strategies for exploring beginning adult readers' perceptions about reading and their abilities: (1) giving intake interviews; (2) using the Directed Listening-Thinking Activity; (3) analyzing adult's retelling; and (4) dictation by the student. Advocates use of Jane Davidson's "Holistic Reading and Writing Assessment for…

Provides suggestions for teaching students to read in mathematics classes. (RB)

Introduces a modular reading program for teaching remedial and college level reading courses which takes into consideration that people have different learning rates and styles. (MB)

Proposes an instrument that should help teachers and administrators monitor instructional reading practices and abilities in the content area classroom. (HOD)

A discussion of inadequately trained reading teachers in today's high schools and a plea for the upgrading of them in the future by inservice training and better preservice training in college. (MM)

Notes that the goal of interactive assessment is to discover the conditions under which a student will succeed in reading, rather than simply describing a student's current status as a reader. Illustrates the differences between static and interactive assessment by presenting a case study of a seventh grade at-risk student. (RS)

Presents a review of the resources, conclusions, and limitations of the data on trends in reading ability in America between 1840 and 1990. Shows that, contrary to popular belief, today's students read better than yesterday's. (SR)

Argues that the Degrees of Reading Power test is not a valid tool for its main purpose, matching students to appropriate texts, because the test's units of text difficulty are not uniformly comparable to the test's units used to reflect a reader's ability. (HOD)