Surveyed administrators at 25 institutions of higher learning in West Virginia concerning administrators' perception of reasons for establishing reading improvement programs, the importance of the programs, and the administrators' interest in and plans for the programs

Practitioners and researchers argue about how reading should be taught, about what students should read, and about how best to organize reading instruction in the classroom. Diverse methods are used to teach reading. These range from isolated skills-based (intensive phonics/basal reading programs) to integrated, whole language approaches that…