Describes an eight-day high-intensity speed reading course offered in a high school as an alternative to classroom reading instruction. (SR)

Questions the validity of the Nelson-Denny Reading Test to measure growth in a rapid reading course for adults. (AEA)

Teaching skimming techniques in a college compensatory reading course helped students gain in both speed and comprehension skills. (MKM)

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

Describes a study that compared the reading efficiency at three different reading rates of five rapid readers and two control groups. Reports that the rapid readers demonstrated superiority in rate and comprehension in free recall situations. (FL)

Describes the use of content area reading miniclinics, with sessions lasting from 2 to 10 days on a particular skill or related skills, that have proven useful at a junior high school. (MKM)

Argues that scanning a nonfiction book helps students (1) realize they can read parts of a book to obtain information; and (2) practice skimming, scanning, and library skills. Relates that students began checking out more books on topics of interest and began to realize how they can use books to learn. (RS)

Suggests ideas for using content area texts, newspapers, magazines, and phone books to teach skimming and scanning. (MKM)

Evaluates the effectiveness of the Sack-Yourman Developmental Speed Reading Course software program designed to increase reading rate and comprehension. Finds the software program effective in allowing students to quickly move from "chore" operations and didactic sections to "real" reading. Offers specific recommendations for…

Presents comments and suggestions on school superintendents' reading habits; the need for teaching study skills and vocational education vocabulary; and methods for teaching information gathering skills and speed reading and for motivating students to gather research materials. (AEA)

Advocates that in a time of increasing amounts of information, universities must teach their students appropriate ways to find, read, and understand the information they need. (MKM)