Five articles concerning college reading instruction are included in this special interest journal. Bill Fowler and Barry M. Kroll investigate hidden factors in tests of reading comprehension, revealing that most conventional tests have question-design weaknesses allowing students to perform successfully by the use of test wisdom alone. Imogene Freer reviews the changing aims and functions of reading programs over the past 20 years. Helen Covington and Lee Mountain discuss junior college faculty and student expectations regarding reading courses as determined by questionnaire responses from faculty at 59 Texas colleges and students from eight schools. Areas covered include comprehension, library research, inductive learning, and reading rate. Faye Curran presents an evaluation of the tutorial program at Miami University-Middleton. Faculty, tutors, and tutees were surveyed and ACT and College Entrance Exam Board scores were used to predict grade point average as a measure of success. A final paper by Walter J. Lamberg studies changes in reading rate of students after participation in a reading improvement mini-course. (MB)