Identifies three aspects of educational significance as important areas for teacher participation in the evaluation of innovative reading programs: the establishment of performance standards, the specification of program cost, and the evaluation of noncognitive benefits. (FL)

Describes the developmental reading program at a Midwestern university which has as its major objectives the improvement of vocabulary, reading comprehension, and reading rates. (FL)

Describes the evolution, development, and characteristics of a developmental reading program at a private four-year college. Discusses student placement, class structuring, tutoring, and program rationale. (FL)

Describes a staff-development program designed to assist content area teachers in learning about their students' reading abilities, in analyzing the readability of instructional materials, and in developing teaching techniques that match student reading skills to content area materials. (FL)

Found that mildly learning disabled elementary school students obtained significantly higher reading achievement in a self-contained special learning disabilities classroom than did students in a regular classroom with outside support from a learning specialist and students in a learning center setting. (FL)

Describes a high school interdisciplinary program based on the theories that reading that is related to a student's life is the most meaningful, that students who have vocational reading skills will be more effective in their careers, and that students who have good self-concepts and healthy bodies will learn better. (FL)