This study examined the outcome expectancy beliefs (beliefs in one's ability to impact students' reading development) of secondary teachers in their content area who were not trained in literacy pedagogy. Results of the study reveal that many in-service secondary teachers lag in reading outcome expectancy beliefs (RTOE).

Comprehension in textbooks, scholarly books, and research journal articles, along with identification of important information can be problematic for college students. Reading is fundamental in all academic disciplines. Many college instructors do not see that teaching students reading skills as part of their job, and that reading required…

Describes the suggested use of three types of reading/study guides (K-W-L, Selective Reading Guide-O-Rama, and Levels of Comprehension) which can be used with students at all levels of academic and learning proficiency to help them read their textbooks with understanding. (RS)

Describes the Instructional Framework, a teacher-constructed activity in which students are shown how to develop concepts while simultaneously learning content. (FL)

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)

Argues that if instruction in study skills begins in the early grades reading curriculum, students will learn to get the most from what they read as they mature. (FL)

Describes the program of the Academic Skills Center at San Diego State University, which is designed to decrease the attrition rate among severely underprepared students by integrating general education courses with courses in academic reading and writing. (FL)