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ERIC Number: ED227439
Record Type: RIE
Publication Date: 1982-Jul
Pages: 16
Abstractor: N/A
Reference Count: 0
Developmental and Remedial Reading Instruction for College Students.
Brittain, Mary M.
College reading programs have not only increased in number, but their nature and scope have also changed. There has been a change toward programs that are concerned with improvement of reading in the content areas, and, broadly, with the improvement of learning in college. But at the same time, there appears to be a great variety in college remedial programs. Despite the variability in titles for similar courses and despite the similar emphases across courses, substantive differences in college reading instruction are evident. Some programs give credit and some do not; some are required courses and some are not; and most, but not all, combine reading and study skills. Despite this variability, college reading instruction tends to fall into one of two general categories: the self-contained course or sequence of courses in reading and study skills, and courses or programs in which instruction in reading and study skills is interwoven with supplementary instruction in a content area. Responses to a questionnaire mailed to 50 institutions revealed 16 interesting aspects of college reading programs, among them that: (1) open admissions is still the prevailing condition; (2) programs are more likely not to be interdisciplinary in nature; (3) two topics are covered in all the reading programs--vocabulary development and comprehension; (4) the number of students participating in the programs varies widely; and (5) program changes anticipated over the next few years include expansion, improving techniques of instruction and evaluation, reorganization, elimination of some services due to inadequate funding, and innovative scheduling. (HOD)
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the World Congress on Reading (9th, Dublin, Ireland, July 26-30, 1982).