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

Describes two programs that involved teachers using closed-captioned television materials to develop skills in the areas of reading comprehension, vocabulary, and oral reading fluency with hearing, remedial readers. (FL)

Identifies 10 areas that are vital to successful remedial reading instruction and offers specific suggestions of ways to ensure success in each area based on a theoretical view of reading as an active, thinking process influenced by a child's conceptual abilities and language experience. (FL)

Describes a reading/study skills course at three health profession schools designed for minority students who are deficient in reading and study skills upon entering. Includes descriptions of each session and extensive evaluation infomration. (TJ)

Provides a picture of current practice relative to diagnostic practicum requirements, instruments used for diagnosis, remedial activities, and evaluation procedures. Includes a copy of the survey instrument. (FL)

Presents a case study of an eighth-grade girl who received one year of nontraditional remedial reading instruction in which she was treated more like a good reader than a disabled one. Reports that the program produced a moderate improvement in reading ability. (FL)