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ERIC Number: ED211161
Record Type: RIE
Publication Date: 1981-Nov
Pages: 505
Abstractor: N/A
Reference Count: 0
A Report on Theory and Method for the Study of Literacy Development in Community Colleges.
Roueche, Suanne D.; Comstock, Veronica Nora
Results are presented for a study of the in- and out-of-class literacy demands made on community college students and their responses to these demands. After an executive summary, introductory material reviews the issues of adult literacy and literacy development in the community college. The first of the report's two sections describes methodological assumptions and procedures and presents findings regarding literacy development, factors affecting student progress, instructional organization, and student coping strategies and expectations. It also discusses the study's implications for admissions, curricular decisions, assessment, articulation, grading, and staffing. The report's second section presents detailed findings. Chapter I discusses the selection of the two community college sites involved in the study, Chapter II considers student services, and Chapter III examines attrition from the perspective of student paths through the program. In Chapter IV, developmental programs are reviewed, with emphasis on reading skills and instruction. Mathematics assessment and instruction and math anxiety are examined in Chapter V, while Chapter VI considers English assessment and instruction, tutoring, technical writing, and general issues related to transfer courses. Chapters VII, VIII, and IX study literacy demands; text use; and job preparation in three vocational programs. The learning resources center is considered in Chapter X. A readability analysis of commonly-used texts and instructor comments are included in the appendices. (KL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Dept. of Educational Administration.
Identifiers: N/A