Describes reading camps in Hungary, which numbered around 140 in the late 1980s and lasted from 10 to 14 days each summer. Notes that these camps arouse interest through a series of conversations between equal partners. (RS)

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)

Shows how a structured tutoring program helped increase both student and tutor reading scores. (JT)

Provides opportunities for high school graduates to improve their own reading skills before entering the State University College at Buffalo by tutoring primary grade inner city children. (MS)

Provides a model for a comprehensive reading program which has five components: the content teacher, the reading consultant, the developmental reading teacher, the remedial reading specialist, and the support staff. (HOD)

Describes the purposes and programs of the national Right to Read effort. (RB)

Presents guidelines for training and supervision in junior college tutoring programs designed to improve reading. (RB)

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

Describes the role of the teacher and the reading coordinator in a vocational education reading program. (RB)

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…

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)

Describes a writing program for kindergarten through grade 12, including a curriculum outline from writing readiness to maturity. (AEA)

Describes Project READ:S (Reading Education Accountability Design: Secondary) designed to encourage teachers to adopt more effective techniques of presenting printed materials. Uses authoring diskettes to enable teachers to produce textbook comprehension modules (reading guides) to accompany the student throughout the reading process and assist in…

Describes and evaluates a reading/study skills program at Ferndale High School, Ferndale, Washington. Notes that the high school has changed dramatically over the four years of the program, and its reading/study skills program continues to be an integral part of this evolution. (RS)

Describes an Adult Basic Education reading program currently in operation in Baltimore County, Maryland. (RB)