Argues that students need to achieve meaning from content area reading. Claims that comprehension of reading materials must be in evidence. Discusses various procedures designed to assist students achieve meaningful reading experiences. (HB)

Considers the effect that students' health status and the health conditions of the classroom might have on reading achievement. Provides a quick checklist by which teachers can measure these conditions. (HB)

Advocates the teaching of study skills in place of speed reading in college reading programs. (RB)

Studies the number of reading articles published in major journals by the leading research universities' reading faculties. Presents institutional productivity ratings of various universities. Provides data from several time periods. Finds that several institutions continue to make substantial scholarly contributions. (HB)

Studies the different effects on college readers of mnemonic imagery conditions compared to no-strategy control conditions. Indicates that both remedial and nonremedial readers scored significantly higher through exposure to mnemonic imagery conditions. (HB)

Considers the significant processes shared by the acts of reading and writing. Argues for the use of literary response to enhance the productivity of the reading-writing connections. Discusses literary reading and response and their potential pedagogical value in reading-writing activities. (HB)

Determines whether the time of day when reading is taught has an effect on below-grade-level students' mastery of reading skills. Indicates an overall increase in mean scores for the mastery of reading skills for afternoon instruction as compared with morning instruction. (HB)

Presents a technique designed to help most readers' vocabulary grow with their every day reading. (JM)

Discusses study of instructional approach and pupil characteristics interacting to affect student achievement. Results point to potentially negative consequences of placing students in a learning environment incongruent with key personal characteristics. (JM)

Indicates that a group counseling atmosphere conductive to self-concept enhancement can lead to reading improvement in college freshmen. (FL)

Establishes the logical validity of instructional activities for teaching reading evaluatively. Supports the view that the 20 characteristics of literate students who read evaluatively were translated into valid instructional activities by experienced classroom teachers. (HB)

Summarizes trends in undergraduate reading education programs. (RB)

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)

Reviews research showing that the SQ3R study method does not appear to be more effective than either traditional study techniques or the students' own methods of study. (FL)