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)

Presents a critical review of the research on the effectiveness of adult literacy programs. Suggests that the methods used in current literacy programs offer students little chance of significant improvement. (ARH)

Although a junior high school sustained silent-reading program showed no effect on student reading achievement, significant differences on four reading attitudes between students in that school and students in schools without such a program were considered tangible evidence supporting continuation of the program. (JT)

Looks at developments in adult reading over the past two decades, concentrating on the training of teachers, testing and evaluation, and program evaluation methods. Concludes that while adult reading has made substantial progress, it is still not a mature field. (FL)

Suggests reasons why a sustained silent-reading program failed to work at a San Diego high school. (JT)

Examines current Adult Basic Education teaching and assessment methods in the United Kingdom and the United States to help define what constitutes success in adult basic literacy tuition. (SR)

Reports the results of a survey of 82 schools in South Australia and 40 schools in the United States concerning their use of paraprofessionals in their reading/tutoring programs. (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)