Describes a survey which sought to determine and analyze the status, current practices, and philosophies of existing college reading improvement programs in West Virginia. (JM)

Proposes that the difficulty of many developmental/remedial college students is not a specific reading or writing problem but insufficient precollege experience with written discourse. Discusses the impact of reading instruction on writing and of writing instruction on reading. (Author/FL)

Discusses study which sought to determine the nature and extent (specifically, the credit, enrollment, faculty involvement, and support for the institution) of reading improvement programs in the larger senior colleges and universities in the United States. (JM)

Surveyed administrators at 25 institutions of higher learning in West Virginia concerning administrators' perception of reasons for establishing reading improvement programs, the importance of the programs, and the administrators' interest in and plans for the programs

Reports that the use of aids imbedded in textbook prose increased the reading comprehension of college freshmen identified as reading below the fiftieth percentile on a standardized reading test. (GT)

Describes a reading/study skills course at three health profession schools designed for minority students who are deficient in reading and study skills upon entering. Includes descriptions of each session and extensive evaluation infomration. (TJ)

Provides a picture of current practice relative to diagnostic practicum requirements, instruments used for diagnosis, remedial activities, and evaluation procedures. Includes a copy of the survey instrument. (FL)