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ERIC Number: ED309411
Record Type: Non-Journal
Publication Date: 1989-May
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Rethinking Remediation: Toward a Social-Cognitive Understanding of Problematic Reading and Writing. Technical Report No. 19.
Hull, Glynda; Rose, Mike
A case study, designed to provide information on what it is that cognitively and socially defines an underprepared student as underprepared, focuses on a piece of writing by a community college student from the inner city (Tanya) in a college-level basic reading and writing course. The study presents a "snapshot" of some of the social and cognitive variables surrounding this single piece of writing. It is part of a larger research project on remediation at the community college, state college, and university level. It is hoped that analysis of more of their data collected at the three sites will yield answers to the following questions: (1) What productive and counterproductive strategies characterize the writing and reading skills of underprepared students? (2) How are these strategies represented in the students' minds and what forces have influenced these current representations? (3) What tends to happen to these strategies during instruction? (4) What mismatches or points of convergence tend to occur between pedagogies/programs and students' background knowledge, experience, and goals? and (5) What are the social and institutional processes whereby students like Tanya are defined as deficient or remedial or substandard? (Twenty-four references are attached.) (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.