This study investigated the efficacy of the Fluency Development Lesson (FDL) in improving reading achievement in primary grade struggling readers. 30 readers, enrolled in a summer reading clinic, participated in daily 40-min mini-reading lessons across 5 weeks. During the fluency lessons, readers practiced and developed their literacy skills…

Many high school teachers and administrators think that reading instruction belongs in the lower grades. But according to the National Assessment of Educational Progress, only 31% of eighth graders read at or above the proficient level, which means that many are entering high school unprepared for its advanced textbook reading and language…

Describes the four primary types of private reading/learning center programs. Provides suggestions and guidelines that educators can follow in making referrals or assisting parents to make better informed decisions about educational support services. (RS)

Reviews materials from the ERIC database describing the variety of functions a high school reading lab can perform and suggesting ways to evaluate student improvement in the reading lab situation. (MKM)

Demonstrates that college freshmen instructed in a noncontent related reading laboratory made significant gains in both vocabulary and total reading achievement over a matched control group. (FL)

Described are impressions of the Writing to Read program. The program is described and the apparent advantages are stated. General observations include teacher and student impressions of the program. (CW)

Presents a practical method of conducting conferences with developmental students in large college reading/study skills programs. Suggests that the method could also be used to monitor and document students' attitudinal changes and perceived progress throughout a term. (FL)

Describes a study investigating the effects of group hypnosis on the reading performance of university students in a reading and writing center. Discusses study procedures and presents data on pretest scores and gains in vocabulary and comprehension scores. Concludes that regular use of self-hypnosis significantly improved performance. (DMM)

Measures the effects of infusing writing components into a university reading laboratory. Reports that reading improvement was significant with writing infusions but that results are inconclusive due to lack of true experimental design. (AEW)

Describes a college developmental reading laboratory model using peer tutors to provide training in comprehension study skills. Reports the results of a study evaluating the impact of training on student performance from the perspective of the participants. (MM)

Describes the impact of the Reading Miscue Inventory (RMI) on the case study results of two primary grade students and one seventh grade student who had been referred to a college reading clinic. (FL)

Describes a study of reading skills improvement among 362 Morgan State University freshmen who were assigned to a corrective reading course after scoring below the tenth grade level on the McGraw-Hill Reading Test. Posttest scores showed significant improvement in reading skills. (PAA)

Surveys university-based reading clinics and their potential for research leadership. Recommends that graduate programs of reading/language arts examine the consistency between the clinical component and the developmental coursework of their degree programs. (ARH)

Describes the developmental college reading lab at the University of Georgia that is holistic and content-based, emphasizing individualized. direct instruction by qualified staff. (HOD)

Describes the services in reading, evaluation, and counseling offered at the Lane Reading and Counseling Center, including preparation programs for standardized tests, remedial instruction, and enrichment programs. Emphasizes that reading is a skill and that skills can be learned. (RS)