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Wulfemeyer, Julie – Journal of College Reading and Learning, 2019
This article addresses well-known and difficult problems involving reading comprehension and compliance in college courses, using a lower-level philosophy course as a case study. It draws upon both general and discipline-specific research in three promising areas for reading instruction: metacognition, modeling via "think-alouds," and…
Descriptors: Reading Comprehension, Case Studies, Philosophy, Reading Instruction
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Lampi, Jodi P.; Wilson, Nancy Effinger; Armstrong, Sonya L. – Journal of College Reading and Learning, 2018
In this article, the authors report on a study designed to explore college students' experiences in two writing environments, or ecologies: a media-free, silent zone and a media-saturated zone. Participants shared varying reactions to both environments. Some individuals found media distracting while writing, and others found it to be an energy…
Descriptors: Case Studies, College Students, Student Experience, Educational Environment
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DeFeo, Dayna Jean; Caparas, Fawn – Journal of College Reading and Learning, 2014
Much scholarship about writing centers addresses benefits to students; this article instead explores the gains inherent in tutoring for the tutors themselves. Using a phenomenological methodology, this study analyzes reflective narratives from eight former writing center tutors in order to identify commonalities in their experiences. Although they…
Descriptors: Tutoring, Phenomenology, Writing (Composition), Laboratories
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Nash-Ditzel, Susan – Journal of College Reading and Learning, 2010
This case study explores the impact of metacognitive reading strategies on the ability of five college students in developmental courses to self-regulate while reading. Instruction in reading strategies derived from past research on metacognition was scaffolded, based on Pearson and Gallagher's (1983) model of gradual release of responsibility.…
Descriptors: Protocol Analysis, Reading Strategies, Developmental Studies Programs, Metacognition
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Yaworski, JoAnn – Journal of College Reading and Learning, 1998
Presents a case study of two "at-risk" students who started college with seemingly equal academic aptitudes but who achieved very different levels of success by the end of the first year. Questions the reasons for scholastic success or failure and prompts educators to explore the implications for developmental education. (RS)
Descriptors: Academic Achievement, Case Studies, College Students, Comparative Analysis
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Lapadat, Judith C. – Journal of College Reading and Learning, 1998
Responds to a case study in this issue that discussed the differing academic achievement of two at-risk college students. Suggests the need to look beyond the disability labels applied to students. Suggests considering cognitive motivational factors such as beliefs, goals, and expectations, as well as the results of previous institutional…
Descriptors: Academic Achievement, Case Studies, College Students, Comparative Analysis
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Nelson, Robert – Journal of College Reading and Learning, 1998
Responds to a case study in this issue that discussed the differing academic achievement of two at-risk college students. Explores reasons for one student's achievement and the other's failure using a simple but thorough six-part framework outlining the characteristics of successful students. (RS)
Descriptors: Academic Achievement, Case Studies, College Students, Comparative Analysis