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)

Investigates the effect of vocabulary glossing on recall and vocabulary learning, as well as learners' preferences as to glossing. Finds that glossing did not significantly affect recall for the college students but that those with higher than average proficiency recalled more if they had read a glossed version of the text. Notes that participants…

Reviews the literature in the Educational Resources Information Center (ERIC) on college reading programs. (RB)

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…

Discusses the problems associated with teaching developmental reading in a four-year college with an open enrollment policy and suggests a method to get the students interested. (RB)

QUESTIONNAIRES MAILED TO 53 INSTITUTIONS OF HIGHER LEARNING IN THE STATE OF FLORIDA TO DETERMINE THE EXTENT AND CONTENT OF READING IMPROVEMENT PROGRAMS (RIP) OFFERED IN THE FALL OF 1966 INDICATED THAT AS OF SEPTEMBER, 1966, 79 PERCENT, OR 37 SCHOOLS, OF THE 53 INSTUTUTIONS HAD SUCH A PROGRAM, WHILE 21 PERCENT, OR 10 SCHOOLS, DID NOT. SURVEY…

An action research study that offered students in sixth form, college of education, and university a framework and context for exploring and reviewing their reading-for-learning competencies led to significant improvement on a battery of measures. This paper draws attention to and makes explicit the psychosocial events within the action research…

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

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)

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)

Suggests a conceptual basis for asserting a relationship between sentence combining and reading improvement. (RL)

Finds that using discipline-based texts (in this case, psychology texts) in college English-as-a-Second-Language (ESL) reading instruction increases ESL students' reading comprehension significantly, even if they are not psychology students. Suggests that such texts encourage students to construct schemata, increase metacognition of the reading…

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)