Theories of epistemological beliefs focus on individuals' perceptions about what knowledge is and where knowledge comes from. These beliefs are part of, and may in fact direct, the cognitive processes involved in learning. Research stemming from these theories offers varied explanations as to how beliefs relate to student learning and academic…

Forty-four students at a mid-sized urban university were given a pseudo-word spelling test to explore the relationship between their spelling ability and their placement in college writing courses. Half the students required a developmental writing course and half took college-level classes. Number of correct (i.e., orthographically possible)…

The purpose of this study was to examine the relationship between academic self-regulation, self-efficacy, and two student self-belief systems, identity style and stage of change, for 210 college students enrolled at a private research university. High scores on the informational identity, contemplation stage, and action stage subscales and low…

Two studies examined the short- and long-term effects of teaching strategic reading to first-year college students in a stand-alone course. In study one, developmental readers (N=36) learned PLAN, a strategic reading heuristic. Significant pretest-posttest growth was found using cognitive, metacognitive, and affective measures, though no gain was…

Three professors explicitly examined how educational dialogue and narrative informed their students' reading and writing experiences. In three introductory courses (composition, sociology, and literature) each taught in a developmental education unit within a large research university, students wrote at least one story about "social ghosts," the…

Writing instruction in the United States now routinely takes place in networked environments. For adult learners in open admissions institutions, the literacy demands of the academic sphere and the public nature of the acts of writing in networked environments can create alienating experiences. This study examined the possibilities that the genre…

This study looked at the relationship of explanatory style and self-systems (including self-esteem and self-efficacy) and the motivation (expectations for success and task value) of students who were dissatisfied with their performance in a particular class. One result is the confirmation that situated variables such as self-efficacy provide the…

This study examined self-monitoring strategies used by both developmental and non-developmental college students. Students were asked to describe how they know when they have completed a reading assignment, have studied enough for a quiz, and have studied enough for an examination. It was anticipated that at the beginning of the semester, the…

This paper presents an analysis of two common seminar formats: those based on learning- strategies interventions and those based on academic socialization interventions. The results of a natural experiment allowed a comparison of the retention impact of a strategy-based seminar and a socialization-focused seminar. For both more and less…

Notes that the continuing public discussion on the quality of education has nearly overlooked adult readers and learners. Explains that this position statement was developed over several years, using input from the College Reading and Learning Association members. Addresses adult students' rights in the areas of quality instructors, instruction,…

Explores policies and practices that support the creation of a successful learning environment for postsecondary students with learning disabilities. Outlines the learning challenges that learning-disabled students face and discusses the legal mandate for accommodating students with learning disabilities. Outlines the pedagogical rationale for…

Notes that in order to help students with the rigors of the first year of college, many postsecondary institutions offer some form of academic assistance. Describes a program evaluation study, which aimed to determine if students changed in their personal beliefs about an academic discipline and if they changed in the strategic behavior they…

Discusses whether reading in a second language is different than reading in one's first language. Examines recent case studies of adult English as a Second Language readers who are literate in their native language that illustrate the varying degrees to which readers access their primary language knowledge when reading in a second language. Finds…

Notes that as student enrollment in colleges and universities has increased, there has simultaneously been a proliferation of developmental skills programs. Presents some empirical evidence of the effectiveness of three reading skills courses. Suggests that underprepared readers' success in college is directly related to taking and passing a…

Proposes that the literal process of reading is a far more active process than most would imagine. Attempts to establish a notion of a good reader as both a model for reading and a model for teaching. Contends that each person is deeply affected by the way he or she is "read" by others and that educators need to take care to "read" students…