ERIC Number: ED306541
Record Type: RIE
Publication Date: 1989-Apr
Reference Count: N/A
Freshman Experience: The Needs of the Least Educated: How To Meet Their Problems and Help Them Persevere in Their College Program.
Biggins, Catherine M.; Sainz, Jo-Ann
Many functionally illiterate freshmen feel helpless in the face of their inability to learn to read at a competent level. College freshmen who drop out because of this disability are losers who suffer tremendous disadvantages when they leave college without earning a diploma. Possible causes of functional illiteracy hindering the least educated freshman are identified as inadequate self-concept, lack of mentation, non-use of the cognitive powers that students possess, and lack of attention. Great care must be exercised with the retarded reader that extraneous materials not be permitted to come between the stimulus and the response. The teacher must make certain that the tasks are interesting, relevant, and varied and that the students are motivated to engage in them. Teachers are most effective when they allow more time for reading, proportion work time, closely monitor pupils' efforts to ensure continued engagement, provide for frequent repetition, and drill to overlearning. Educators must find and implement ways to promote broad personal and social development as well as functional literacy skills and knowledge. (Fifty-seven footnotes are included.) (MM)
Publication Type: Speeches/Meeting Papers; Information Analyses; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Northeast Regional Meeting of the Freshman Year Experience and Beyond: Foundations for Improving the Undergraduate Experience (White Plains, NY, April 1989).