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Holton Brathwaite, Noel – Journal of College Reading and Learning, 2019
This study explores the pedagogical effectiveness of assignments developed for a first-year composition course to encourage reflexive reading habits that can aid students in the writing process. Students in this course were asked to articulate the connections they found between multimodal texts of their own choosing and texts assigned by their…
Descriptors: Reading Instruction, Teaching Methods, Freshman Composition, Writing (Composition)
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Havens, Peter Sebastian; Williams, Melanie Stallings – Journal of College Reading and Learning, 2019
While peer-assisted (PAL) learning strategies have been successful in K-12 programs, such practices are used less commonly at the college level. In addition, PAL programs are aimed largely at student populations who are struggling (for example, learning disabled students) or in topics where many students encounter difficulty (for example, math and…
Descriptors: College Freshmen, Peer Teaching, Learning Strategies, Humanities
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Caverly, David C.; Payne, Emily M.; Castillo, Amarilis M.; Sarker, Amber; Threadgill, Elizabeth; West, Daniel – Journal of College Reading and Learning, 2019
Many students matriculate into college feeling confident in their abilities to make meaning when using digital devices, though recent research suggests these students are not necessarily digitally literate. Still, 20% of incoming freshmen are required to enroll in Developmental Literacy Education, suggesting some of these students are not…
Descriptors: Technological Literacy, Remedial Reading, Writing Instruction, Access to Computers
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Ferguson, Kristen; Brown, Natalya; Piper, Linda – Journal of College Reading and Learning, 2014
This article reports on student surveys and faculty interviews with regard to a university pilot project of a common book program for first-year students. We found that a minority of students read the book and the book was integrated into only some faculty members' courses. First-year students varied in their perceptions of the impact the project…
Descriptors: Student Surveys, Student Attitudes, Interviews, Teacher Attitudes
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Cantrell, Susan Chambers; Correll, Pamela; Clouse, Jane; Creech, Kimberly; Bridges, Sharon; Owens, Danielle – Journal of College Reading and Learning, 2013
In this study, we investigated the self-efficacy beliefs and sources of self-efficacy among first-year college students placed in developmental reading courses. Students enrolled in developmental reading were compared to students who were not placed in developmental reading courses in terms of self-efficacy in various contexts and sources of…
Descriptors: Self Efficacy, Student Attitudes, College Freshmen, Developmental Studies Programs
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Mongillo, Geraldine; Wilder, Hilary – Journal of College Reading and Learning, 2012
This qualitative study focused on at-risk college freshmen's ability to read and write expository text using game-like, online expository writing activities. These activities required participants to write descriptions of a target object so that peers could guess what the object was, after which they were given the results of those guesses as…
Descriptors: Feedback (Response), College Freshmen, Expository Writing, Reading Strategies
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Hollander, Pam – Journal of College Reading and Learning, 2010
Herrington & Curtis (2000), building on Goldblatt's (1995) idea of the "sponsoring institution," (p. 48) showed students' need for a personal sense of connection with a "sponsoring discourse" when writing in the academy. As Herrington and Curtis, as well as Goldblatt point out, these "sponsoring discourses" often come from outside the academy.…
Descriptors: Constructivism (Learning), Basic Writing, Case Studies, Interviews
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Zoghi, Masoud; Mustapha, Ramlee; Maasum, Tg. Nor Rizan Mohd. – Journal of College Reading and Learning, 2010
The present study was an attempt to probe into the feasibility and effectiveness of a reading instructional approach called MCSR--Modified Collaborative Strategic Reading. Based on a pretest-posttest design, MCSR was implemented with 42 university-level EFL freshmen. They met once a week and received EFL reading instruction according to MCSR for…
Descriptors: English (Second Language), Second Language Learning, Reading Comprehension, Student Attitudes
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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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Taylor, Judy M. – Journal of College Reading and Learning, 2008
We face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever increasing population of students who have not been prepared adequately through their high school education to meet the rigors of college/university-level content. The present study investigated the effects of a…
Descriptors: Experimental Groups, Control Groups, College Freshmen, Student Attitudes
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Moore, Randy; LeDee, Olivia – Journal of College Reading and Learning, 2006
Although first-year students in Supplemental Instruction (SI) earned similar average numerical-grades in an introductory biology course as non-SI students, their grade distributions were different: SI students earned fewer D's and F's than non-SI students. SI students who earned A's and B's had similar admissions scores as those who earned D's and…
Descriptors: Introductory Courses, Biology, College Freshmen, Academic Achievement
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Van Blerkom, Dianna L.; Van Blerkom, Malcolm L.; Bertsch, Sharon – Journal of College Reading and Learning, 2006
One hundred nine college students participated in an experiment that involved reading a passage and responding to a 20-item multiple choice test. The students were randomly assigned to one of four groups. The four conditions involved reading and copying, reading and highlighting, reading and taking notes, and reading and generating questions.…
Descriptors: College Freshmen, Educational Experiments, Multiple Choice Tests, Learning Strategies
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McCabe, Patrick P.; Kraemer, Linda A.; Miller, Paul M.; Parmar, Rene S.; Ruscica, Marybeth B. – Journal of College Reading and Learning, 2006
This study had two purposes. One was to investigate the effect of text format on underachieving first-year college students' self-efficacy for reading; the second was to compare self-efficacy ratings with subsequent reading comprehension. Seventy-six students in a university learning support services program at a large Northeastern university…
Descriptors: Underachievement, College Freshmen, Student Attitudes, Self Efficacy
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Young, Dawn; Ley, Kathryn – Journal of College Reading and Learning, 2005
This study compared 34 lower-achieving (developmental) first-time college students' self-reported self-regulation strategies from a Likert scale to those they reported in structured interviews. Likert scales have offered convenient administration and evaluation and have been used to identify what and how learners study. The reported study activity…
Descriptors: Likert Scales, Interviews, College Admission, Study Skills
Caverly, David C.; Nicholson, Sheila A.; Radcliffe, Richard – Journal of College Reading and Learning, 2004
Two studies examined the short- and long-term effects of teaching strategic reading to first-year college students in a stand-alone course. In study one, developmental readers (N=36) learned PLAN, a strategic reading heuristic. Significant pretest-posttest growth was found using cognitive, metacognitive, and affective measures, though no gain was…
Descriptors: Reading Instruction, Standardized Tests, Core Curriculum, Reading Skills
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