Outlines a model for understanding the second-language reading process. Uses errors in comprehension to illustrate how the reading comprehension process works. Discusses pedagogical implications and suggestions for teaching students to develop and practice better comprehension strategies using think-alouds. (RS)

Draws on the complementary processes of writing and photography. Suggests a theory and method of instruction employing visual and metacognitive strategies to aid students in discovering unseen details and meaning when writing descriptive prose. (RS)

Examines effect of use of e-mail by college developmental reading students to respond to literature. Provides a detailed view of the nature of the students' engagement. Shows that using quality literature, e-mail, and authentic audiences engaged many students in academic discourse. (RS)

Proposes guidelines for associations to elect honorary Fellows in Learning Assistance and Developmental Education. Includes criteria for education, experience, and specific contributions through publishing, research, and practice in evidence of the recognition of the nominee as an authority in the field. Invites readers to comment. (RS)

Presents a brief discussion of the use and misuse of psychometric tests as well as discriminatory practices. Presents a case of freedom of choice. Discusses the need for further research with particular emphasis on program evaluation. (RS)

Presents a case study of two "at-risk" students who started college with seemingly equal academic aptitudes but who achieved very different levels of success by the end of the first year. Questions the reasons for scholastic success or failure and prompts educators to explore the implications for developmental education. (RS)

Responds to a case study in this issue that discussed the differing academic achievement of two at-risk college students. Suggests the need to look beyond the disability labels applied to students. Suggests considering cognitive motivational factors such as beliefs, goals, and expectations, as well as the results of previous institutional…

Responds to a case study in this issue that discussed the differing academic achievement of two at-risk college students. Explores reasons for one student's achievement and the other's failure using a simple but thorough six-part framework outlining the characteristics of successful students. (RS)

States that theories of intellectual development offer writing teachers productive ways to analyze student writing; help students develop strategies for improving their writing processes; and consider the implications of writing assignments. Finds that frameworks posited by Jean Piaget and by others contribute useful ways of understanding why…

Replicates, using diverse quotations grouped under four metaphors (dreamcatcher, gatekeeper, spider web, safety net) representing the dissonance of the reading/writing processes as they might be experienced by basic skills readers. Questions the relationship of basic skills to its students; implements D. Bartholomae's recommendations to reform of…

Contends that the process of photography can contribute to a better understanding of thinking. Finds that, because the camera's lens often reveals nuances and detail commonly overlooked, it can promote critical thinking, particularly constructing, identifying, and assessing the dimensions of an issue; appreciating point-of-view; and weighing…

Identifies, in a case study, a gifted student who, in consideration of previous academic achievement, should be performing exceptionally well, but has a four-year history of withdrawing from and failing courses, avoids studying, and occasionally rallies at the 11th hour for an average performance. Proposes a learner-centered intervention, in a…

Tells the story of a very academically motivated college student who is deaf and who confronts an instructor who seems unprepared to teach her. Contends, in a response by Ruth Warick, that "Tracy" is disadvantaged by the instructor's approach that emphasizes writing skills and requires writing in "voices." Suggests ways to help. (PA)

Relates a case that involves a student with a language-based learning disability and Tourette's Syndrome who becomes increasingly dissatisfied with the support provided by the university. Delineates, in a response by Ruth J. Fink, some enhancements that could have been made in the actual case management, some hindsight observations, and…

Contrasts the traditional method of teaching college reading, which is based on behaviorist theory, with the modern model, which is based on psycholinguistic theory. Categorizes 20 current, popular reading textbooks as traditional, modern, or mixed. Argues that psycholinguistic theory will dominate in the next century, not only as a theory for…