Provides a model for a comprehensive reading program which has five components: the content teacher, the reading consultant, the developmental reading teacher, the remedial reading specialist, and the support staff. (HOD)

Describes the purposes and programs of the national Right to Read effort. (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)

Describes a whole school supplemental reading program for secondary schools based upon the development and use of a schoolwide reading list that includes titles of books, the types of teachers (chemistry, history, physical education, etc.) who sponsor the books, and the "linked courses" that bestow academic credit for each title. (SR)

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)

Suggests that the skill model reaches a dead end in the high school and that secondary programs can find a promising foundation in the psycholinguistic model of reading. (JM)

Describes a model for reading--ERICA (Effective Reading in Content Areas)--that consists of four stages: preparing, thinking through, extracting and organizing, and translating. (HOD)

Describes a model for a comprehensive reading program that identifies critical elements of a program and their relationship to one another. (MKM)

Examines knowledge, attitudes, and development requirements of adult basic education (ABE) and general equivalency diploma (GED) staff regarding students with learning disabilities. Reports that respondents generally held positive attitudes towards the learning disabled, but were not as knowledgeable about the learning disabled's legal rights.…

Examines volunteer tutors' use of the Paired Reading technique with adults. Although enjoyable and relatively effective, the technique needs improvement in order for long-term benefits to result. (ARH)

Gives three activities--journal writing, microteaching partners, and the PLAE model (planning, listing, activating, and evaluating)--that can facilitate learner independence and transfer of efficient and effective study strategies in college developmental reading programs. (NKA)