Many high school teachers and administrators think that reading instruction belongs in the lower grades. But according to the National Assessment of Educational Progress, only 31% of eighth graders read at or above the proficient level, which means that many are entering high school unprepared for its advanced textbook reading and language…

Traces the organization and development of a central county reading clinic with facilities for diagnosis, remediation, and teacher training to supplement 30 satellite clinics in individual schools. (MD)

The management of a reading program should be based on objectives rather than on tasks. There are eight functions that apply to successful management: planning, organization, staffing, direction, control, innovation, representation, and communication. The R3C concept (reading coordinator, reading committee, reading center) is helpful to delegate…

This article proposes steps for a systematic, logical method of moving from a nonexistent or limited reading program at the secondary or junior college level to a highly effective one which better meets the needs of the students. The first step suggested is to survey general reading ability within a school in order to formulate the direction the…

Describes the evolution, development, and characteristics of a developmental reading program at a private four-year college. Discusses student placement, class structuring, tutoring, and program rationale. (FL)

The reading program developed at Niagara University in New York has undergone a number of changes in response to long term evaluation. In the early 1970s, the only program evaluation tools used were pretests and posttests. These were misleading, as they measured only short term gains, not retention after completion of the course. Based on ideas…

This book discusses volunteer reading programs, which have been and are being established as a result of the high illiteracy level in the United States. These programs tend to fit into three categories: (1) supportive programs which take place within the school or school system, (2) supplemental programs operated essentially from outside the…

This handbook was designed to assist reading/language arts support personnel in developing a sequential, developmental program suited to each child's needs. The first of the book's five major sections outlines the procedures for establishing a successful program and discusses such factors as how to create the working environment, schedule time,…