Integrating multiple instructional mediums to teach critical literacy with the adult linguistically diverse learners

Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly admitted students. These tests are used as placement guides, especially when the newly admitted applicant’s high school transcript or SAT scores do not demonstrate that the student possesses the critical reading or mathematical ability needed to pass the 70-percentage threshold, an indication of being college ready. This paper argues that teaching critical reading requires embracing students’ cultural capital and implementing scaffolds that will support the Adult Linguistic Diverse learner/students (ALDl/s). Results from this study indicated that both intrinsic values and instructor’s disposition influence the ALD learner attitudes related to developed critical reading performance. These findings indicate that using multiple instructional mediums [MiMs] had a positive impact on students’ critical reading skills and contributed to the ALD learners’ comprehension, motivation, and critical reading skills

Using Multiple Instructional Mediums to Foster Critical Literacy Skills with the Adult Lingusitic Diverse Learner

Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher dropout rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States, prepare assessments tests in reading and mathematics for most, if not all, newly admitted students. These tests are used as placement guides, especially when the newly admitted applicant’s high school transcript or SAT scores do not demonstrate that the student possesses the critical reading or mathematical ability needed to pass the 70 percentage threshold, an indication of being college ready. This paper argues that teaching critical reading requires embracing students’ cultural capital and implementing scaffolds that will support the Adult Linguistic Diverse learner/students (ALDl/s). Results from this study indicate that both intrinsic values and instructor’s disposition influences the ALD learner attitudes related to developed critical reading performance. These findings indicate that using multiple instructional mediums [MiMs] had a positive impact on students’ critical reading skills and contributed to the ALD learners’ comprehension, motivation, and critical reading skills

INTEGRATING MULTIPLE INSTRUCTIONAL MEDIUMS TO TEACH CRITICAL LITERACY WITH THE ADULT LINGUISTICALLY DIVERSE LEARNER

Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly admitted students. These tests are used as placement guides, especially when the newly admitted applicant’s high school transcript or SAT scores do not demonstrate that the student possesses the critical reading or mathematical ability needed to pass the 70 percentage threshold, an indication of being college ready. This paper argues that teaching critical reading requires embracing students’ cultural capital and implementing scaffolds that will support the Adult Linguistic Diverse learner/students (ALDl/s). Results from this study indicated that both intrinsic values and instructor’s disposition influence the ALD learner attitudes related to developed critical reading performance. These findings indicate that using multiple instructional mediums [MiMs] had a positive impact on students’ critical reading skills and contributed to the ALD learners’ comprehension, motivation, and critical reading skills

USING MULTIPLE TEXTS TO TEACH CRITICAL READING SKILLS TO LINGUISTICALLY DIVERSE STUDENTS

Mastery of developmental reading courses offers both an opportunity for academic enrichment and a barrier to college completion. We examine what it means to use multiple texts in college developmental reading courses, the benefits of using them, and considerations that instructors may employ in their instructions. A review of the literature indicates Linguistically Diverse students (LDs) often lack the required critical thinking skills needed to tackle the rigor and demand of their college level courses. We conducted a study to tests whether using multiple texts improved LDs critical reading skills. Participants of 30 undergraduate students taking RDL 500 course were analyzed using pre and posttest results. Findings indicated that integrated use of multiple texts is a practical teaching approach for LDs improved their critical reading skills and their navigation of unfamiliar texts. This implies the use of the one size-fits-all approach may not be an effective pedagogical practice by instructors who teach the LD student

Using Multiple Texts to Teach Critical Reading Skills to Linguistically Diverse Students

Mastery of developmental reading courses offers both an opportunity for academic enrichment and a barrier to college completion. We examine what it means to use multiple texts in college developmental reading courses, the benefits of using them, and considerations that instructors may employ in their instructions. A review of the literature indicates Linguistically Diverse students often lack the required critical thinking skills needed to tackle the rigor and demand of their college level courses. We conducted a study to tests whether using multiple texts improved LDs critical reading skills

THE ROLE MENTORSHIP IN SUPPORTING AFRICAN-AMERICAN STUDENTS’ ENTRY INTO STEM CAREERS

African-American students are under-represented in STEM careers. The National Center for Education Statistics (NCES) reported in 2009 that African-American students received 7% of STEM bachelor’s degrees, 4% of master’s degrees and 2% of Ph.Ds. Mentorship programs are identified as one strategy of improving African-American students’ outcomes in STEM careers. The researchers reviewed articles which examine strategies to improve STEM academic and career success. This review focused on exploring the role of mentorship programs in addressing the underrepresentation of African-American students in STEM careers. Despite references to the role of mentorship, the literature reviewed lacked a structured approach for the design and implementation of successful mentoring programs. The American School Counselor Association (ASCA) National Model: A Framework for School Counseling Programs is suggested as a useful tool in the design and implementation of STEM mentorship programs for African- American students. The suggestions of this paper may be of interest to policymakers, educators and community-based organizations who are interested in increasing African-American participation in STEM careers

Measuring the Effectiveness of Critical Literacy as an Instructional Method

This paper reports the results of a quasi-experiment investigating the efficacy of using critical literacy as an instructional method. Using a quantitative comparison method, critical literacy is the study’s treatment. The treatment measures the final exam scores of linguistically diverse urban community college students enrolled in college developmental reading courses against 13 other statistically similar classes. The primary data are the results of a standardized final exam. This quasi-experimental study demonstrates the effectiveness of a critical literacy model when employed in a community college setting. Further, this study introduces a quantitative rationale for using critical literacy and establishes the practice as a highly effective method of instruction for postsecondary developmental reading courses