Examines various considerations of the teacher in admitting students to the reading center. (MM)

Describes library activities for remedial readers and how teachers and librarians working together can ensure a positive experience. (RB)

Argues that collecting book reviews from local, regional, and national newspapers, categorizing them by literary genre, and regularly updating the collection can motivate developmental students in choosing books for oral or written reports. (RS)

Clarifies the goal of reading instruction in the middle school and draws on the ERIC database for sources that complete the transition from learning to read to reading to learn. Reports on the suggested emphasis on reading laboratories and the fostering of reading of expository texts. (JK)

Explores the legal responsibilities of the reading clinic to its clients and presents 17 recommendations which clinics should follow in order to avoid future legal involvement. (JM)

Describes an individualized reading program which uses modular scheduling for more appropriate allocation of time to suit students' needs. (RB)

Assesses a learning lab program while measuring student's attitudes toward individually prescribed reading instruction through a ten item questionnaire. (RB)

Students from four academic areas, education, social work, psychology, and communicative disorders, are trained in clinical assessment procedures at the Clinical Training Center at San Diego State University. (MKM)

Describes a program which uses learning centers and a task-completion approach to teach students with reading difficulties. (KS)

Reviews materials from the ERIC database describing the variety of functions a high school reading lab can perform and suggesting ways to evaluate student improvement in the reading lab situation. (MKM)

Suggests a variety of formats for scheduling a secondary school reading program to meet the diverse needs of both students and content area teachers.

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)