Describes the study skills portfolio approach, which uses self-assessment and intervention procedures to teach university students on academic probation how to appeal probationary status and reinstate full academic standing. (SR)

Advocates that in a time of increasing amounts of information, universities must teach their students appropriate ways to find, read, and understand the information they need. (MKM)

Describes the developmental college reading lab at the University of Georgia that is holistic and content-based, emphasizing individualized. direct instruction by qualified staff. (HOD)

Describes an approach to teaching the essay exam unit in a university reading and studies skills class. Notes that students grade their own essay answers. (SR)

Describes an approach to skills counseling that goes beyond what is often done in universities. Includes examples of forms that are used to record work done with students. (AEA)

Student involvement is a high priority in a University of Minnesota study skills curriculum where students evaluate study habits on their campus, create their own academic aids, and disseminate important course material. (MKM)

Declares the need to train teachers to use computers in reading and language arts and describes a training program used with undergraduate education majors at the State University of New York at Geneseo. (SRT)

Describes the Parent Readers Program at New York City Technical College of City University of New York, which improves the literacy of parents by preparing them to read aloud to their own children. (RAE)

Describes how a course of pleasure reading (reading romance novels) improved the reading ability of three female foreign students to the point where they could with confidence handle university-level textbooks in their fields, which previously had led the students only to frustration. (SR)

Describes a joint effort in a school/university partnership to develop, implement, and evaluate a literature-based approach to sixth grade social studies. Discusses theory and rationale; designing the unit; addressing prior knowledge; think sheets; head, hand, and heart of citizenship; developing personal responses; and program effectiveness. (SR)

Presents results of a survey of 37 university-level content reading specialists in which the specialists listed teaching practices that content teachers could incorporate into their teaching to help students learn from texts. Recommends: (1) using multiple texts; (2) using study guides; (3) teaching metacognitive strategies; and (4) direct…