The reading improvement program developed at Westminster College (Fulton, Missouri) was designed with a whole language base, one that considered reading, writing, speaking, and listening as inseparable components of language. Specifically, it was designed to meet the needs of 27 freshman students who were determined to be academically capable but who, because of low test scores or poor academic achievement, were considered marginal in terms of predicted college success. Most of the students appeared to be "pseudoreaders," that is, in spite of their apparent fluency in oral reading, they suffered problems in comprehension. Students participated in group instruction three hours each week and met weekly with the reading instructor either in small groups or individually. Miscue analysis and evaluative information derived from semistructured procedures based on textbook material were used for reading evaluation. Instruction centered around whole language activities that were combined with effective study techniques. Writing was a major emphasis, as were note taking, essay writing, preparing for and taking exams, and time management. Guest speakers discussed topics ranging from language strategies necessary for the content courses to relaxation techniques and test anxiety. Other strategies designed for language included previewing reading material, vocabulary building, inference/extension of meaning, selected deletion, peer critique, written reactions to editorials, and sustained silent reading. After the first semester, 70% of the students were found to be successful in performing college work. (HOD)