Notes that guidelines for funding new secondary reading programs are needed and that research is needed to help prepare the guidelines. Cites and discusses pertinent research. (JT)

Describes an evaluation model used to assess the effectiveness of a reading and study skills program at Washington State University, then suggests how it can be used in other reading and study skills centers.(FL)

Describes a study of how more than 500 teachers responded to staff development sessions and reveals the characteristics of presenters that made such sessions successful. (AEA)

Explores the relationship between participation in a Canadian urban adult literacy programs and employment status over three years. Finds that most participants returned to the same sort of low-paying jobs. Suggests that agencies and groups providing financial support for such programs reconsider the strong focus on employment that permeates these…

Supports the argument that there are differences between the reading strategies of children and adults and suggests that pedagogy can take these into account to make adult basic education programs more effective. (AEA)

Reports on a survey used to evaluate the secondary school reading program in Polk County, Florida. (DF)

Discusses an inservice program in which secondary school teachers were taught various content area reading objectives and how to implement them. Reports on a study that evaluated the effectiveness of the program. (FL)

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)

Evaluates the effectiveness of the Sack-Yourman Developmental Speed Reading Course software program designed to increase reading rate and comprehension. Finds the software program effective in allowing students to quickly move from "chore" operations and didactic sections to "real" reading. Offers specific recommendations for…

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)