Five articles concerning college reading instruction are included in this special interest journal. Karen L. Pelz, William E. Pelz, and David L. Stritmater present a study of input sequence, exposure, and modality effects on recognition memory, which revealed that students who read assignments and attended lectures performed better on tests on the material than those who did only one or the other and that those who read the assignment before attending the lecture did better than those who attended the lecture first. In a second paper, Harriet Shenkman discusses the use of a classroom learning method to overcome students' lack of motivation. The "Check, Convince, Conclude" approach entails instructor modelling of a skill to be learned in sequential individualized, paired, small group, and whole class experiences. Bernard W. Fuhr and Faye Curran present a model for accountability assessment for developmental education using the college entrance test scores to predict a base or minimum grade and the grade-point scale to measure outcome. Bernard H. Levin, Lila Foster, and Lloyd A. Leake present a study using the Nelson-Denny reading test as a predictor of community college English and psychology grades. Results indicate that the test scores correlate positively with final grades. In the final article, Karen Miller and Mary J. Henning describe a successful program to train and use reading paraprofessionals in the community college. (MB)