Describes the planning and development of a learning center at the University of California at Berkley and offers suggestions to others who wish to develop a learning center. (RB)

Describes how a college tutoring program uses a strategy called TEST, which takes the ideas behind effective reading and learning and applies them to interactions between the student, the tutor, and the subject. (SR)

Reviews the literature in the Educational Resources Information Center (ERIC) on college reading programs. (RB)

Describes the Library Scavenger Hunt program at Baylor University (part of the reading and study skills program) which emphasizes learning what sources are available in a college library, where they are located, and how to use them. (SR)

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

Examines the effectiveness of five college level learning skills centers on grade improvement and retention. Finds successful programs are well structured, link with academic courses students take concurrently, stress a supportive relationship with the instructor, include behavioral counseling, are interwoven with other services and programs, and…

Describes a textbook study system designed for math or applied math courses in which students focus on solving problems, consulting the textbook and reading for well-considered purposes. (AEA)

Suggests using principles of instruction grounded in prose learning research to develop successful college developmental skills programs. (AEA)

Offers six suggestions for teaching reading, including forming reading clubs, using story folders, and devising a parent involvement program. (AEA)

Describes a pen pal program which paired Latino/a high school and college students to enhance reading and writing skills, promote cultural pride and family and community participation, and begin to network among the students in an effort to increase retention. (SR)

Describes a joint literacy program between Drexel University in Philadelphia and the Center for Literacy which is based on three nonintrusive instructional procedures: the language-experience approach, individualized reading, and expressive writing. Presents case studies of three adult learners. Evaluates the program's effectiveness. (SR)

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)

Reveals the presence of reading improvement programs in all types of colleges in the American southeast, a continuing emphasis on diagnosis and prescription, and consensus on what professional training has been helpful. (FL)

Describes a summer program for prefreshman science students entering Xavier University, designed to develop their problem-solving and academic abilities by emphasizing the connection between reading comprehension and analytical skills. (MKM)