This paper focuses on the college's commitment to and responsibility for the attainment of the goals set forth by the National Right to Read Program. The goals of the Right to Read Program are: to disseminate information relative to reading, specifically, identifying and validating effective reading programs; to implement strategies for correcting…

To encourage the reluctant reader, stories may be cut out of any discarded readers and made into individual skinny books.

Presents three study techniques based on the Content Directed Reading-Thinking Activity that help college students organize, understand, and recall what they are learning from a text. (AUTH/ARH)

A strategy to help senior high school social studies students overcome reading problems is suggested. Students are asked to use analogies to describe how they feel when they reach a difficult passage in their textbook. The students then use their own analogies to analyze ways to study the text. (RM)

Argues that if instruction in study skills begins in the early grades reading curriculum, students will learn to get the most from what they read as they mature. (FL)

Strategies that a social studies teacher can use to help intermediate grade students who read below grade level are suggested. They fall into four categories of assistance: (1) enlisting the aid of other students, (2) providing easier reading materials, (3) using methods of beginning reading, and (4) employing additional techniques. (RM)

Presents methods to stimulate students to use their background knowledge in reading content area texts. Offers a technique to teach students common text structures by having them write to a model. (FL)

Presents an instructional strategy--the "parallel lesson transfer"--for teaching students to identify main ideas. The lessons involve students in viewing pictures, listening, oral reading, and silent reading. (JT)

Suggests that content-area teachers can encourage students' voluntary reading by maintaining classroom collections of subject-related books and magazines and by providing class time for independent reading. (SJL)

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)

Discusses the importance of developing disadvantaged children's background knowledge by using prereading strategies which focus on the text's central ideas. Suggests several guidelines for choosing prereading strategies. (MM)

Reading skills of Norview (Virginia) High School students were improved by establishing computer-equipped reading labs and preparing English, math, science, and vocational teachers to teach reading across the curriculum. Strategies included using prior knowledge of a subject, discussion, group reading projects, and paraphrasing. (SK)

The authors describe a content-reading instruction scaffolding called The Memphis Comprehension Framework, which was found to be effective in significantly improving higher order comprehension skills for students in grades 4 through 6 in two major U.S. urban school districts. This model is especially potent in improving students' higher order…