Discusses study which sought to determine the nature and extent (specifically, the credit, enrollment, faculty involvement, and support for the institution) of reading improvement programs in the larger senior colleges and universities in the United States. (JM)

Presents results of a survey to determine the characteristics, organizational patterns, instructional methods, and current trends in university reading clinics in the United States. (FL)

Argues that kindergarten reading programs should do the following: (1) be structured but not formal; (2) be developmentally appropriate; (3) focus upon broadening each child's experiential base; (4) foster each child's desire to become literate; and (5) provide an environment rich in printed materials and opportunities to use them. (FL)

A study examined the skills taught in college reading programs and who teaches them. Questionnaires were returned from 105 colleges and universities across the United States. The data collected were analyzed to show the frequency of response, and the results indicated that (1) reading was taught primarily by persons with master's degrees or…

Reports extensive observations of a whole language program in two first grade classrooms that support whole language instruction. Outlines the advantages and disadvantages of the approach for both students and teachers. (FL)

Concludes that remediation often consists of students completing skill lessons in workbooks with the teacher serving as manager, that most remedial activities are not congruent with classroom tasks, and that remedial students generally receive no additional instructional time to acquire reading behaviors. (FL)

Discusses the outlier paradigm, then (1) reviews some major studies in reading program effectiveness at the elementary school level that have followed the paradigm (2) synthesizes findings from these studies into what they suggest are the key elements of effective reading programs (3) offers some critical commentary on the studies in question and…

This paper provides an overview of Houghton Mifflin's Invitations to Literacy, a commercially published, integrated reading/language arts program for use in K-6 classrooms. The program provides instructional resources that seek to: build on the foundation that students bring to school and foster home-school cooperation; hold all students to the…

This paper reviews the literature and research on literature-based reading programs (as an alternative to basal reading instruction) that have proven successful and identifies key elements of such programs. The first part of the paper contains an introduction, a statement of the problem, the significance of the problem, a description of the…

Describes a reading program based on Piagetian theory and a psycholinguistic interpretation of the reading process. Explains each component of the program and offers evaluative data attesting to its success. (FL)

Looks at developments in adult reading over the past two decades, concentrating on the training of teachers, testing and evaluation, and program evaluation methods. Concludes that while adult reading has made substantial progress, it is still not a mature field. (FL)

Reports on a survey used to evaluate the secondary school reading program in Polk County, Florida. (DF)

This paper provides an overview of Houghton Mifflin's Soar to Success, a commercially published intervention program designed to accelerate reading growth for students reading below grade level in grade 3 and above. Soar to Success uses fast-paced, structured lessons focusing on comprehension and decoding strategies, is intended for use with small…

A study was conducted to test the hypothesis that first grade children with a full-day kindergarten experience would achieve higher scores on the Tests for Analysis and Placement (TAP) Level 2 (Readiness) Basic than those children with half-day experience. Subjects were 19 first grade students who completed the TAP on two consecutive days. In…

The Chicago Mastery Learning Reading Program (CMLRP) discussed in this report is a method of instruction based on the mastery learning model developed by University of Chicago professor Benjamin Bloom. The report describes the procedures and results of an evaluation of the program's effects on reading achievement, information related to the…