Offers a method of selecting, analyzing, discussing, and testing from college reading materials that has worked significantly better than previous traditional approaches. Concludes that by employing greater student responsibility for what they read, students' interest, enthusiasm, and scholarly use of read material seems to have risen. (SG)

Explains what a job coach is and gives information on how a job coach prepares handicapped students to do many different kinds of work. Describes specific techniques for training job coaches to be effective in teaching adolescents and other students. (RS)

Describes the development of a microcomputer writing lab designed for college freshmen English students. Argues that students in the lab write more and take more pride in their finished products. (RS)

Explores procedures for improving the teaching of reading through the use of a direct instruction staff development model based on research that includes the application of five principles of effective staff development. Includes theory presentation, demonstration, guided practice, classroom practice, feedback, and coaching. (PRA)

Measures the effects of presentation mode and perceived difficulty on retention of academic content material. Finds the main effects of presentation mode and difficulty to be significant; however, pairwise comparisons of means for mode did not show significant differences. (NH)

Establishes the logical validity of instructional activities for teaching reading evaluatively. Supports the view that the 20 characteristics of literate students who read evaluatively were translated into valid instructional activities by experienced classroom teachers. (HB)