Describes a staff development program in "action research" in which teachers and administrators investigated how to use reading/writing strategies to improve the learning of at-risk students in the regular classroom setting. Describes a qualitative study of the participants. Describes and compares four action researchers. (RS)

Describes a research project to evaluate the progress of adult beginning readers. States that the project gave the authors insight into designing and carrying out research; broadened their understanding of how students learn about the learning process; enriched their teaching; and helped them view others' research in a new light. (RS)

Describes a summer program for prefreshman science students entering Xavier University, designed to develop their problem-solving and academic abilities by emphasizing the connection between reading comprehension and analytical skills. (MKM)

Describes the Library Scavenger Hunt program at Baylor University (part of the reading and study skills program) which emphasizes learning what sources are available in a college library, where they are located, and how to use them. (SR)

Suggests using principles of instruction grounded in prose learning research to develop successful college developmental skills programs. (AEA)

Describes a joint literacy program between Drexel University in Philadelphia and the Center for Literacy which is based on three nonintrusive instructional procedures: the language-experience approach, individualized reading, and expressive writing. Presents case studies of three adult learners. Evaluates the program's effectiveness. (SR)

Concludes that reading clinics run by colleges offer services to the community as well as for training students in diagnosis and remediation and that their services, fees, and clients vary. (FL)

Reveals the presence of reading improvement programs in all types of colleges in the American southeast, a continuing emphasis on diagnosis and prescription, and consensus on what professional training has been helpful. (FL)

Examines how a literature-based reading workshop incorporating minilessons, sustained silent reading, and responses to literature in dialogue journals affected the reading attitudes and levels of book involvement of learning disabled middle school students. Finds clear demonstration that students' reading attitudes and involvement improved. (RS)