Describes a staff development program in "action research" in which teachers and administrators investigated how to use reading/writing strategies to improve the learning of at-risk students in the regular classroom setting. Describes a qualitative study of the participants. Describes and compares four action researchers. (RS)

Outlines a descriptive (not prescriptive) approach for the creation of a literature-based reading curriculum. Describes the 4 steps (behaving with basals, redefining reading, revving up for reading, and letting literature loose) that took the author 14 years of teaching to complete. Argues that literature-based reading programs are fun, enjoyable,…

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

Describes how the Comprehension and Cognitive Development Program (CCD) has evolved in the middle and high schools of the Kansas City, Missouri, school district. Provides a rationale for including specific components of the program. Demonstrates (with selections from teacher portfolios) the effect that the program has had on teachers' thinking and…

Outlines programs for the entire student body based on the view that the reading specialist should do more than help just the disadvantaged reader. (RB)

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…

Describes a four and a half week elective unit, jointly organized by reading and English teachers, which is designed to allow maximum free reading and extensive skill development through utilization of a wide range of materials. (MS)

Describes and evaluates a reading/study skills program at Ferndale High School, Ferndale, Washington. Notes that the high school has changed dramatically over the four years of the program, and its reading/study skills program continues to be an integral part of this evolution. (RS)

Describes the development and facilities of the Open End Reading Program which provides individualized instruction and free choice of daily tasks. (MS)

Shows how a structured tutoring program helped increase both student and tutor reading scores. (JT)

Describes a program designed to teach content area vocabulary that resulted in vocabulary growth and improved comprehension. (AEA)