Cites the factors that influence reading rates and comprehension scores on timed speed reading tests, concluding that the reading speed achieved for any particular test or timed reading is the speed for that situation only. (RB)

Concludes that the two reading courses offered by the education department at Clemson University are effective in increasing reading rate, vocabulary, and comprehension. (RB)

Reviews materials on speed reading located in the ERIC data base. (MKM)

Suggests ideas for using content area texts, newspapers, magazines, and phone books to teach skimming and scanning. (MKM)

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)

Examines the changes made in the Nelson Reading Skills Test, Forms 3 and 4, noting that the authors of the revised test have strengthened the test by requiring students to define words in context and by adding sections related to phonic skills, word parts, and reading rate. (HOD)