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 an individualized reading laboratory approach to developing reading skills. (MKM)

Provides suggestions for reinforcing reading and communication skills easily and inexpensively. (RB)

Suggests an organizational plan for the reading resource room that would provide more sustained interaction between teacher and students than commonly occurs and that would allow optimal use of materials. (DD)

Describes an in-service program designed to show teachers how to read in content areas so that they can teach their students relevant skills. (MKM)

Describes a project that stressed affective objectives, teacher familiarity with students and their culture, and frequent verbalization and writing activities, which resulted in improved school achievement and a lower dropout rate. (MKM)

Reviews materials from the ERIC database describing the variety of functions a high school reading lab can perform and suggesting ways to evaluate student improvement in the reading lab situation. (MKM)

Students enrolled in a reading and study skills center for nine hours or more were no more successful academically than students who completed fewer hours. (MKM)

Reports on a study comparing the use of the language experience approach and a traditional reading lab approach in which LEA students made equal or greater gains in verbal ability. (MKM)

Readers' contributions include ways to make inservice meetings interesting, a checklist for designing and evaluating learning centers, ways to help low ability readers use public libraries by taping materials, how to encourage college students to attend state council conferences, and comments on misleading findings from the Nelson-Denny Reading…