One reason that university students fail to achieve optimally in course work is their lack of reading skills. The higher education student needs to achieve skills appropriate to the involved task in reading. Through diagnosis, it is possible to ascertain weak links in the reading achievement of students. For students to achieve optimally from…

College undergraduates were divided into reading level groups then exposed to various reading instructional materials of two modes, reading and listening, and two types, manipulative and nonmanipulative. The listening mode in the manipulative unit was shown to be more efficient for all students regardless of reading level. (MLH)

Summarizes trends in undergraduate reading education programs. (RB)

This book provides a review of the theoretical, empirical, and instructional issues in the field of college reading and study strategies through a careful and systematic examination of the relevant literature. The articles and their authors are, as follows: (1) "Vocabulary Acquisition and the College Student" (Michele L. Simpson and…

The performance of 35 students with low and medium reading scores who took a reading and study skills course at a community college was compared with that of 27 students who had similar reading skills (as judged on a standardized test) but who did not take the reading course. Comparisons were made in the areas of the number of semester hours each…

This study examined the progression of concerns 96 students experience as they engage in nontraditional forms of instruction; ways to address these concerns; and whether their successful resolution enhances the instructional effectiveness of an innovative, reading improvement class. (JL)

Proposes that universities should offer courses in developmental reading and writing to make this generation of students more effective and efficient processors of information. (EL)

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)

Describes a team effort by an historian and a college reading specialist in which volunteer undergraduate students participated in hopes of improving their history papers. Weekly sessions involved summarizing history assignments. Results indicate the importance of both reading levels and reading styles. (KC)

Describes a variable, intermediate, and senior level class project using articles from German language periodicals to teach German, including suggestions about handouts (samples included), text selection, teaching procedures, and hints about adapting the project to suit different instructional needs. (Author/CB)

Describes an advanced reading course at Mississippi State University that is designed to increase vocabulary, comprehension, and reading rate. Notes that unteaching reading habits necessary to beginner's instruction is a large part of increasing students' effective reading rate. Presents student performance statistics. (RS)

Presents a strategy training framework called SCROL (Survey the headings, Connect, Read the text, Outline, and Look back) for helping at-risk college-age students use text headings to improve comprehension. (SR)

Reviews previous research on advance organizers (introductory text adjuncts intended to provide readers of expository text with a meaningful context within which to process unfamiliar, or difficult, new information). Shows that they inspire significant comprehension increases among readers whose prior knowledge "subsumers" are inadequate to…

Describes how students in a history course for developing college readers assumed the investigatory role of a parliamentary committee to study the impact of industrialization in nineteenth-century Britain. (SR)