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Dill, Anna L.; Justice, Cheryl A.; Minchew, Sue S.; Moran, Laura M.; Wang, Chih-hsuan; Weed, Candace B. – Journal of College Reading and Learning, 2014
The Learning Center (TLC) at Mississippi State University (MSU) is an academic support unit designed to help students improve their academic performance. One of the programs offered by TLC is the Learning Skills Support Program (LSSP), which is designed for academically suspended students. The Center has traditionally used the Learning and Study…
Descriptors: Learning Strategies, Measures (Individuals), Study Habits, Academic Achievement
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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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Hohmann, Julie W.; Grillo, Michael C. – Journal of College Reading and Learning, 2014
The purpose of this study was to develop a way to measure students' abilities to think critically about concepts covered during academic support sessions. Tutors trained in a College Reading and Learning Association (CRLA)-certified program at the University of Louisville used a rubric based on the Paul-Elder Critical Thinking Model in order to…
Descriptors: Critical Thinking, Scoring Rubrics, Academic Achievement, Learning Strategies
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Ticknor, Cindy S.; Shaw, Kimberly A.; Howard, Timothy – Journal of College Reading and Learning, 2014
Many institutions struggle to develop a meaningful way to assess the effectiveness of drop-in tutorial services provided to students. This article discusses the development of a data collection system based on a visitor sign-in system that proved to be an efficient method of gathering assessment data, including frequency of visits, end-of-course…
Descriptors: Tutoring, Instructional Effectiveness, Data Collection, Efficiency
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Ambrose, Valerie K.; Davis, C. Amelia; Ziegler, Mary F. – Journal of College Reading and Learning, 2013
Developmental reading instructors are increasingly pressured to include real-world content in their curriculum to bring contextualized teaching and learning to life. The purpose of this practitioner-focused article is to tie knowledge about contextualized teaching and learning with classroom application techniques. We present a framework that…
Descriptors: Developmental Studies Programs, Remedial Reading, Teaching Methods, Context Effect
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Williams, Jeanine L. – Journal of College Reading and Learning, 2013
Race plays a major role in the lived experiences of African Americans. Consequently, race significantly impacts the identities and educational experiences of African American college students--many of whom require developmental reading courses. These courses, which are gateway courses in higher education, should address race along with reading…
Descriptors: African Americans, Racial Factors, College Students, Developmental Studies Programs
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Sandberg, Kate E. – Journal of College Reading and Learning, 2013
Reading academic hypertext documents in college brings a new level of complexity that changes the definition of college reading and literacy. Knowing how to read these unpredictable, nonlinear texts requires familiarity and practice. The author describes the nature and usefulness of hypertext, reviews the challenges of reading hypertext, and…
Descriptors: College Students, Hypermedia, Reader Text Relationship, Reading Strategies
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Poole, Alex – Journal of College Reading and Learning, 2013
Research has shown that skilled college readers use a variety of strategies in flexible ways in order to comprehend academic texts. However, little is known about how skilled college readers use strategies when reading fiction, in spite of the fact that literature courses are required at many universities and thousands of students regularly major…
Descriptors: Fiction, Reading Strategies, Reading Comprehension, Grade Point Average
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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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Nadelson, Louis S.; Villagómez, Amanda; Konkol, Danielle; Haskell, Chris; McCulley, Meleah; Campbell, Denise – Journal of College Reading and Learning, 2013
As society continues to evolve, so do the methods that are used for text-based communication. Electronic books, mobile phone text messaging, and an array of internet-based texts are now combined with traditional print forms of text, broadly expanding text-based communication. However, student perceptions of reading may still be limited to…
Descriptors: Undergraduate Students, Reading Attitudes, Reading Habits, Preferences
Perin, Dolores; Bork, Rachel Hare; Peverly, Stephen T.; Mason, Linda H. – Journal of College Reading and Learning, 2013
Two experiments were conducted with developmental education students to investigate the impact of a contextualized intervention focusing on written summarization and other reading and writing skills. In experiment 1 (n = 322), greater gain was found for intervention than comparison participants on three summarization measures: proportion of main…
Descriptors: Developmental Studies Programs, Teaching Methods, Reading Instruction, Writing Instruction
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Leist, Cathy W.; Woolwine, Mark A.; Bays, Cathy L. – Journal of College Reading and Learning, 2012
The purpose of this study was to investigate the use of a critical thinking rubric as an assessment of reading achievement for students enrolled in a reading intervention course. A reading prompt and scoring rubric, based on Richard Paul and Linda Elder's critical thinking framework, were created to assess critical reading in an intervention…
Descriptors: Reading Achievement, Intervention, Reading Skills, Scoring Rubrics
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Nadelson, Sandie G.; Nadelson, Louis S. – Journal of College Reading and Learning, 2012
College and university adoption and use of books as common reads has increased over the last several years. The growing popularity has also brought to light significant variations in how colleges and universities select and use common read texts. In some higher educational institutions, one tome is selected for all freshmen to read and discuss…
Descriptors: Reading Material Selection, Selection Criteria, Selection Tools, Educational Practices
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Price, Jodi; Lumpkin, Amber G.; Seemann, Eric A.; Bell, Diana Calhoun – Journal of College Reading and Learning, 2012
Findings from prior research in various content domains have indicated that Peer Assisted Study Sessions (PASS) attendees earned higher final grades than non-attendees. However, what makes PASS effective remains unknown; for example, PASS could improve short-term retention but hinder long-term maintenance of course content given that some methods…
Descriptors: Self Efficacy, Tests, Course Content, Retention (Psychology)
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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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