Assesses a learning lab program while measuring student's attitudes toward individually prescribed reading instruction through a ten item questionnaire. (RB)

Suggests a variety of formats for scheduling a secondary school reading program to meet the diverse needs of both students and content area teachers.

Describes the developmental college reading lab at the University of Georgia that is holistic and content-based, emphasizing individualized. direct instruction by qualified staff. (HOD)

Reports on a survey of 72 "recognized" middle schools and 83 randomly chosen schools, which indicates that most schools require reading instruction, especially in grade six. Finds that many offer remedial programs, but that practice has not responded to theoreticians' advocacy for reading in content areas. (RS)