Describes a cross-age tutoring program in which older students in remedial reading classes teach reading skills to younger students using a "test, train, tutor, and translate" paradigm. (FL)

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)

Describes a reading assessment program for students in developmental reading and writing courses at Rock Valley College, a community college in Rockford, Illinois. Reports that, since the assessment program began, the success rate of students placed in the reading courses has increased dramatically. (MM)

Discusses attitude development, symptoms of poor reading attitudes, and ways to remediate poor attitudes. (FL)

Suggestions for improving affective factors in remedial reading programs include conveying positive expectations, encouraging student perceptions of success, and maximizing individual achievement. (MKM)

Advocates using the newspaper to improve reading and writing skills of remedial secondary students. Discusses using the newspaper with regard to disabled readers, enhancement of comprehension, critical thinking skills, increased vocabulary, creative writing opportunities, increased general knowledge, and extension activities. (SR)

Describes a study skills course designed for freshman students in the lowest third of their class. Concludes that the strengths of the course were the use of direct instruction, the provision for in-class applications of study techniques, the stress on self-responsibility, and the demonstration of several study strategies. (FL)

Describes steps that should be followed in building a reading program that meets students' needs and provides effective instruction in developmental, corrective, and remedial reading: (1) establishing desired skills, (2) undertaking a program of pupil evaluation, (3) initiating an appropriate teaching strategies curriculum, and (4) conducting…

Describes how reading aloud was incorporated as a regular component into a high school remedial program. Discusses how reading aloud helped students develop appreciation for the written language; a sense of cultural literacy; vocabulary; and metacognitive strategies. (SR)

Describes a variety of simple, structured techniques that reading teachers might recommend to parents who want to help their children. (ARH)

Examines four case study pairings of college student volunteer tutors with fourth-grade at-risk children. Notes that the efforts of these tutors and their students all resulted in significant literacy gains. Describes in detail the social interactions of these dyads and identifies common themes, characteristics, and categories which emerged from…