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…

Addresses how current conditions in the field of developmental education are fueling burnout among educators. Recognizes the role an educator's personality may play in burnout. Presents three cases of teacher burnout. Concludes that the strong argument for the social environmental perspective as a cause of burnout puts the identification and…

Finds that students in both mandated and voluntary Supplemental Instruction groups (academic support led by peer facilitators) in a high-risk, required, freshman-level, writing-intensive United States History course earned significantly higher course grades and semester grade point averages than students in the non-SI group. Finds no significant…

Examines reasons for the resistance and resentment of many student athletes to working with writing tutors. Discusses successful intervention strategies for dealing with counter-productive behavior. Argues that the resultant learning not only enriches the athletes, but the entire academic community, since their stories are a tremendous asset for…

Presents Part II of a two-part article on developmental students' self-regulatory deficiencies. Suggests four teaching guidelines for selecting specific activities that structure and promote self-regulation, based on documented self-regulation deficiencies or needs in the areas of: preparing, organizing, monitoring, and evaluating. (SR)

Finds that students in a comprehensive developmental studies program (study skills course and required attendance of tutoring sessions) exceeded their predicted grade point average significantly more than the comparison groups, and that instructors reported a greater number of positive behaviors on the part of these students in their classes.…

Presents a report of 21 developmental college students speaking out about their success or failure in college. Discusses students' explanations of why they feel they were either successful or unsuccessful in obtaining high grades and/or honors in their pursuit of a higher degree. (SC)

Examines a broad spectrum of college students' understanding of reading. Finds that students of lower ability characterized good readers as those who read quickly and often, and they characterized the reading process as a passive activity; more capable readers viewed reading as an interactive process. (RS)

Presents a case study of two "at-risk" students who started college with seemingly equal academic aptitudes but who achieved very different levels of success by the end of the first year. Questions the reasons for scholastic success or failure and prompts educators to explore the implications for developmental education. (RS)

Responds to a case study in this issue that discussed the differing academic achievement of two at-risk college students. Suggests the need to look beyond the disability labels applied to students. Suggests considering cognitive motivational factors such as beliefs, goals, and expectations, as well as the results of previous institutional…

Responds to a case study in this issue that discussed the differing academic achievement of two at-risk college students. Explores reasons for one student's achievement and the other's failure using a simple but thorough six-part framework outlining the characteristics of successful students. (RS)

Drawn from the proceedings of the 1985 Western College Reading and Learning Association, as well as articles submitted for juried selection, the papers in this journal issue focus on reading, learning assistance, developmental education, and tutorial services at the college level. Titles and authors of the papers include (1) "Reaching New Heights:…