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Articles

Paulson, Eric J. "Self-Selected Reading For Enjoyment As A College Developmental Reading Approach." Journal Of
          College Reading And Learning
36.2 (2006): 51-58. ERIC. Web. 21 May 2015.

Abstract: The field of college developmental reading does not have a unified, agreed-upon approach to creating effective and efficient readers at the college level, as Reynolds and Werner (2003) have pointed out. For example, Keefe and Meyer (1991) assert the appropriateness of a holistic, whole-language approach for adult readers, while Bohr (2003) maintained that a constructivist approach can confuse college readers. Despite college developmental educators calling for learner-centered approaches like reader response (e.g., Chamblee, 2003), a direct instruction, skills-based approach has a solid foothold in college developmental reading programs. The influence of the latter is evident in even the most cursory glance at many college reading textbooks, which show a focus on word-level skill building, with exercises that emphasize analyzing the roots of words and defining and memorizing vocabulary items. When text excerpts longer than a paragraph are provided in these textbooks, they are often followed by discrete point questions about factual, objective aspects of the text. If we accept that to an extent, textbooks reflect the type of teaching going on in the classroom (Wood, 2003), then college developmental reading practice is often typified by a focus on word-attack strategies and discrete-skill building. In addition, college developmental reading is often seen as consisting of content-area textbook reading and study assistance--a way to "get students through" their other college courses. In some contexts, a focus on skill building can be beneficial for many aspects of students' academic lives given an appropriate metacognitive, strategy-construction approach. However, I propose that if we identify an important goal of developmental reading programs for college readers as providing a foundation for life-long reading, a study-skills approach to college developmental reading falls short. Instead, we must focus on encouraging and instilling in developmental reading students belief that reading has intrinsic value. It is through this approach that solid academic progress can be obtained as well.

  • Full text available in ERIC in EBSCO

Spor, Mary W. "Reading To Learn." Principal Leadership 5.6 (2005): 16-21. ERIC. Web. 21 May 2015.

Abstract: Reading is fundamental to learning from textbooks and other written materials in all content areas. Unfortunately, most children are brought up on a diet of narrative literature, but by the time they get to third grade, their textbooks are mainly informational (expository) instead of narrative, and sentence structures evolve from simple to compound and complex. This movement from narrative to informational text poses problems particularly for marginal or below-grade level readers because reading for content knowledge requires the use of different strategies than reading narrative text (Spor & Schneider, 1999; Vacca & Vacca, 2001). In this article, the author discusses the significance of strategic reading in increasing the reading comprehension of those who read below grade level and enhancing the reading ability of those who read at or above grade level. Strategic reading involves strategies that students use before, during, and after reading to better comprehend and remember what they read. Rather than use three different strategies--one before, one during, and one after reading--she recommends that teachers model and students use the same strategy before, during, and after reading. Four reading strategies--Anticipation Guide, Quick Writes, Text Impressions, and Graphic Organizers--are also discussed. When teachers model and students use these strategies, students have a better chance to learn content in all subject areas.

  • Full text available in ERIC in EBSCO

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