Junior College Reading Problems

Junior or community college reading programs are one of the areas most open for innovation. The two-year college itself is still a relatively new concept and reading programs designed to fit the still evolving function of these schools offer the reading specialist both freedom and frustrations. To date, I have taught reading courses at a junior college which was affiliated with a university and at a community college with an open door policy. In the first instance, the courses were offered through the continuing education department and dealt largely with marginal admittance students. Presently I am within the English department and the reading courses are credit courses, some of which carry transfer credit to local universities. At this point, there are probably many more questions than answers. In this article, I would like to discuss these questions and perhaps this will lead to an exchange of ideas from other reading specialists w-ho may have solutions. Particularly at this level, it is easy to become isolated from dialogue with other reading personnel. What my questions may serve to do is offer an outline of topics to which you may want to respond

New Program Promotes College Reading Comprehension

College students typically read at a high level, but even students who performed well in high school may be surprised by the quantity and depth of material they have to engage in college. A new Cedarville University program will help new and existing students prepare for the rigors of a college workload

Listening Instruction in College Reading Programs

The teaching of reading has been examined from various points of view and in great detail for many years, but a relative new comer to the literature related to reading is the field of listening instruction. Recent estimates suggest that at least 90% of all listening research has been done since 1952 (Taylor, 1969), and that it has been done at all age and grade levels. Much of it, however, has been devoted to studies with secondary school and adult populations, particularly at the community college —college levels

Infusing Writing Activities Into College Reading

This study sought to measure the effects from infusing writing components into a university reading laboratory. Together, the writing components displaced 30% of the regular reading instructional time. With this level of infusion we had four research concerns. First, we wanted to know if the writing infused group would make significant gains in reading. Second, we wanted to know how the writing-infused group fared in reading gains when compared to the other groups where reading was the sole mode of inst ruction. Third, we asked the writing-infused students how useful they felt the writing activities were to their reading development. Finally, we asked these students how much interest they had in each of the writing activities. Stotsky (1975, 1983) has adequately reviewed the research on reading writing relationships. From this one concludes that a definitive explanation of the impact of teaching methods and curricular activities on the joint development of reading and writing has yet to be determined. Karlin and Karlin (1984), however, urged that writing infusions should be done even though the research picture is not complete

LITERATURE STUDY GROUPS IN ACTION Guiding Pre-Service Teachers from Theory to Practice

A paper presented at the College Reading Association Conference, St. Louis, Missouri, November 7, 1992

CAPS College Reading & Learning Association International Tutor Training Program Certification

The College Reading & Learning Association certification of the university\u27s CAPS program, namely, the International Tutor Training Program Certification

Photometric Survey of the Fort Hays Kansas State College Library Reading Room

A document detailing the findings of a photometric survey conducted in the Fort Hays Kansas State College Reading Room.https://scholars.fhsu.edu/library_bldg/1022/thumbnail.jp

Practising college reading strategies: First-year students’ choices

This research aims to point out the main Reading/Comprehension strategies applied by Higher Education first -year students during their daily learning academic tasks and their major difficulties in this field. The research process consists in a measuring frequency Lickert scale questionnaire completed by 1,000 students from four of the main Portuguese state universities from science and engineering courses. From a whole set of strategies presented, the students had to refer to their reading habits and purposes, concentration levels during reading, comprehension rates, information detection and management techniques, support instruments usage, quotation and opinion exchange and doubt solving with teachers and foreign language (English) comprehension levels. Reading/Comprehension level groups were formed according to the competence and abilities of the students. Results seem to indicate that the majority of the students had an intermediate level of proficiency in this field. In fact, students tend to use general strategies connected with their specific academic tasks and study habits. However, results appear to indicate that students tend to avoid the usage of strategies that involve interaction with teachers and more specific strategies that may control/determine their academic writing tasks and that imply a higher scope of proficiency

Comprehension Monitoring Strategies of College Reading Methods Students

Recent theoretical and applied research into metacognition has provided important pedagogical implications for improving reading comprehension skills, specifically through comprehension monitoring strategies. A promising breakthrough in reading comprehension methodology involves asking students how they came to know what they know and then directly teaching them comprehension monitoring strategies through teacher modeling techniques (Heller, 1986; Palinscar & Brown, 1984). Thus, an effective way to teach the concept of metacognition to college juniors and seniors is to involve them in a comprehension monitoring activity. This paper is about the results of a study in which 50 undergraduate reading methods students learned about and demonstrated the strategies that they used to construct the main idea of E.B. White\u27s personal essay, Education. Basic to the lesson described here is the idea that teacher modeling and concrete example-giving are important to all levels of instruction, kindergarten through university senior