Refutes six arguments commonly used to discredit remedial teaching of decoding skills to young adults in order to motivate both researchers and teachers to reexamine the role of decoding skills in reading in the upper grades and beyond. (SKC)

Examines the subsequent differences in academic status, "quality point averages," and persistence of students who successfully completed a reading improvement course compared to those who did not complete it, avoided it, or were exempted from the course. Finds that groups' success differs and students completing the course persisted longer in…

Describes a program for at-risk sixth grade students designed to address their learned helplessness and enable them to view themselves as competent, capable learners. Suggests using question response cues, double entry/response journals, and self-evaluation to give students some control over their learning. (RS)

Describes the lack of substantial knowledge base about the nature of adult reading schemata and adult skill acquisition processes, posits reasons for the lack, and points out areas in adult reading that need to be addressed by researchers, such as materials, programs, and instructional methods. (SKC)

Acknowledges the influence of Arthur I. Gates, Marion Monroe, and Donald D. Durrell on the author's views about remedial reading. (DD)

The behavior of 22 nonproficient college readers in a critical reading situation was investigated by examining the criteria they used to evaluate the usefulness of an expository passage as a source of information for a report. Results indicated that they focused too heavily on factual content. (MKM)

Describes a natural student writing evaluation method in which students write letters to their teacher about their reading. Shows examples of letters from four typical students. Speculates on the function of the letters for each student. (RS)

What little research has been done with regard to secondary level remedial reading programs suggests that a whole language approach is beneficial. (DD)

Questions three assumptions about the diagnosis and correction of reading problems. (MKM)

Suggests that helping remedial readers identify and improve on effective reading behaviors is just as important as identifying their deficient skill areas. (JM)

Determined the effects of parent counseling on the reading attitudes and reading comprehension of remedial readers. Concluded that parent counseling improves both reading comprehension and reading attitudes perhaps because the reduction of tension for parents and students allowed the students to take more risks as they read. (SRT)

Reports on a study that investigated the reading interests of low ability junior and senior high readers of both sexes. Results indicate that readers of both sexes share some reading interests--among them topics dealing with the unusual. (HOD)

Investigates the effectiveness of PLAE (Preplan, List, Activate, and Evaluate), a model designed to characterize the operations and processes students must perform to control and regulate their learning. Concludes that the ability to construct, implement, and evaluate a study plan as defined by PLAE's stages improves students' test performances…