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)

Examines factors contributing to the lack of effective literacy programs for adults. (FL)

Reviews research that presents the criteria by which adult literacy program effectiveness can be assessed. (MG)

Describes an evaluation model used to assess the effectiveness of a reading and study skills program at Washington State University, then suggests how it can be used in other reading and study skills centers.(FL)

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 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)

Notes that guidelines for funding new secondary reading programs are needed and that research is needed to help prepare the guidelines. Cites and discusses pertinent research. (JT)

Examines the current status of adult literacy programs in rural areas. Discusses the goals of rural adult literacy programs and the types of programs reported to be effective. Discusses the needs of adult illiterates in rural areas and the conditions that support--or limit--the widespread influence of effective programs. (MG)

Describes the Summer Training and Education Program (STEP) designed to reduce summer learning losses, improve reading and math skills, increase graduation rates, and reduce the incidence of teen parenthood. Reports that STEP succeeds in slowing, and in many cases stopping, summer learning losses of at-risk students. (RS)

Describes an adult English-as-a-Second-Language (ESL) program using the Language Experience Approach and designed to serve immigrants and refugees. Discusses the use of educationally naive bilingual tutors and a combinatory instructional format. Argues that the program is pedagogically sound, cost effective, and encourages the students to take…