The International Reading Association (2003) has recently established new guidelines for graduate students enrolled in reading and literacy programs. These guidelines require graduate students to maintain direct contact with students during their coursework for advanced degrees. Field experiences support best practices in bridging the gap between…

This article describes the development of a family literacy project that involves university preservice teachers creating literacy backpacks. The family literacy project was developed with two objectives: (1) to encourage parent/child participation in literacy activities; and (2) to give preservice teachers the opportunity to develop literacy…

Reports on a study that evaluated the effectiveness of Project Follow Through programs on the Northern Cheyenne Indian Reservation. Reveals continued improvement in reading achievement scores at all grade levels studied. (FL)

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)

Outlines the establishment of a program to aid children who are seriously behind in basic math and reading skills and seeks specific causes and provides minimal solutions directed at increasing the child's standard performance. (Author)

Discusses specific objectives related to the three-year Target Four Reading Program developed by the staff at Central School in Roundup, Montana. (RS)

Describes a successful language experience reading program integrated within highly motivating camping and recreational activities for title one children with reading difficulties. (RB)

Describes the results, including research evidence, of a prekindergarten reading program for children from disadvantaged families. (RB)

Presents objectives and materials for implementing an individualized reading program for sixth graders. (RB)

Describes a successful reading program in New York which is designed to improve the reading skills of migrant children. (RB)

Describes a staff-development program designed to assist content area teachers in learning about their students' reading abilities, in analyzing the readability of instructional materials, and in developing teaching techniques that match student reading skills to content area materials. (FL)

Discusses the evolution of the reading and study skills program at one metropolitan open admissions two-year college, including the nature and reasons for the changes that have taken place in the program. Concludes that flexible reading programs can significantly assist students in all areas of academic study. (FL)