Drawn from the proceedings of the 1985 Western College Reading and Learning Association, as well as articles submitted for juried selection, the papers in this journal issue focus on reading, learning assistance, developmental education, and tutorial services at the college level. Titles and authors of the papers include (1) "Reaching New Heights: WCRLA Presidential Address" (Carole Bogue); (2) "Challenges of Demographic Change" (Martha Romero); (3) "Tetrahedral Models of Learning: Application to College Reading" (Sherrie L. Nist); (4) "PLAE: A Strategy Regulation Model for Successful Independent Learning" (Michelle L. Simpson and Sherrie L. Nist); (5) "Activating Metacognitive Reading and Study Strategies in College Students" (Charlene C. Swanson); (6) "Field-Testing a Piagetian Approach to Improving College Reading Abilities" (Linda Ann Lee); (7) "Critical Thinking: Theories and Strategies in Reading, English, and Mathematics" (Roberta Yellott, Lawrence S. Dilks, Jeannette Dick, Cheryl L. Ware) (8) "The Value of Main Idea Clues for Use with College Textbooks" (Patrick J. Ashton, Michael F. O'Hear, Valli E. Pherson); (9) "Benchmark to Academic Literacy: Criterion Reference Testing in College Reading" (Brenda D. Smith and Joan M. Elifson); (10) "Support for Reading and Writing as Shared Developmental Processes" (Janice Lewis); (11) "Notemaking: More Than a Storehouse of Data" (Stephen O'Neill and Marlene G. Hynes); (12) "Listening Instruction: Awareness, Identification, and Practice" (Judy Kilpatrick); (13) "An Added Responsibility: Teaching Prospective and Active Teachers How to Teach Study Skills" (Kathy H. Carpenter); (14) "Teaching Reading Through Content Areas: Preservice Teachers' Attitudinal Change" (George Cabrera); (15) "Communicative Competence: The Student in Culture Shock" (Maureen S. Bogdanowicz); (16) "Win-Win Potential for Retention: Students Assisting Students to Succeed" (Gladys R. Shaw and Chris M. Mendoza); (17) "Success Sessions" (Walter P. Lazdowski); (18) "Learning Difficulties and Disabilities: Helping the Adult Learner to Cope" (Becky Johnen and Dale Brown); (19) "Type Preferences of Teachers and Students in Developmental Studies" (Donna S. Wood); (20) "Faculty Perceptions of a University Program for Native American Students" (V. Con Osborne and A. Garr Cranney); (21) "A Support Program for Academically Dismissed Students" (Sirkka Gudan and Donna Sudik); and (22) "The High Risk Student and the Integrated Course" (Mary E. Denman). (HOD)