This book addresses reading issues pertaining to college students at all levels, and is envisioned as an essay collection of interest to educators involved with college reading, as well as those in other disciplines. Section 1 (Perspectives) presents 4 essays, which describe how college readers perceive reading and writing: "'Josh': Case Study of an Underprepared College Student in a Response-Centered Composition Classroom" (Evangeline Newton); "Reader Assignation of Race/Ethnicity to Ambiguously Depicted School Principals in Chapter Books" (Marguerite Cogorno Radencich); "Whole Language: A Survey of a College Population" (Latty L. Goodwin); and "The Spontaneous Comprehension Monitoring Strategies of College Freshmen and College Seniors" (Barbara Martin Palmer). Section 2 (Practices) presents 2 essays, which address a way of changing teacher education through journaling, and the relationship between electronic conferencing and the reading, writing and thinking of community college readers: "University and Classroom Conversations: Transformative Education Found, Lost, and Found Again" (Nina Zaragoza, Jane Devick, and Deborah Beam); and "Factors Associated with Computer-Mediated Pre-Writing and Reading Activities" (Bob Lucking, Ray Morgan, and Ann Woolford-Singh). (Contains approximately 120 references.) (EF)