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)

Reviews the literature in the Educational Resources Information Center (ERIC) on college reading programs. (RB)

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)

Examines the effectiveness of five college level learning skills centers on grade improvement and retention. Finds successful programs are well structured, link with academic courses students take concurrently, stress a supportive relationship with the instructor, include behavioral counseling, are interwoven with other services and programs, and…

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)

Describes the planning and development of a learning center at the University of California at Berkley and offers suggestions to others who wish to develop a learning center. (RB)

Describes how a college tutoring program uses a strategy called TEST, which takes the ideas behind effective reading and learning and applies them to interactions between the student, the tutor, and the subject. (SR)

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)

Reports on changes initiated to assist college students with less than adequate reading skills. (AEA)

Suggests four directions in which college reading programs must go if they are to preserve themselves. (JM)

Describes a textbook study system designed for math or applied math courses in which students focus on solving problems, consulting the textbook and reading for well-considered purposes. (AEA)

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

Describes a basic reading course designed to meet the specific needs of the weakest basic writers enrolled in a large midwestern university with an open admissions policy. Shows how the developmental course improved the students' reading comprehension so they could better understand the texts they would encounter in college courses. (SKC)

Maintains that college reading programs can use a comprehensive model of assessment, not as a testing or accountability issue, but to reflect current research and match the program to the students. Examines the characteristics of a comprehensive assessment model and discusses such a program designed by the authors. (SR)

Describes a prototypical adjunct reading program which was used for two summers with high-risk students about to enter a private, medium-sized university. The program, "Strategies for Learning," provides instruction in 14 specific strategies for comprehending college texts, understanding course syllabi, taking notes, and organizing…