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ERIC Number: ED329317
Record Type: RIE
Publication Date: 1991
Pages: 37
Abstractor: N/A
Developmental College Reading: Secrets of Our Success.
Stone, Nancy; Miller, Karen
"Effective Reading" (ER) is a community college course designed to help developmental readers succeed in college reading through improved reading comprehension. The course is based on current research which indicates that successful comprehension can take place if students follow three steps: predicting (pre-reading strategies such as surveying textbook chapters), confirming (strategies employed during reading such as underlining, annotating, thinking critically), and integrating (postreading strategies including paraphrasing and summarizing). Instruction in the ER course follows a three-step teaching model in which each strategy is first demonstrated by the teacher, then practiced by students in groups, and finally used by the students independently. The foundation of the course involves teaching students the "KWL procedure," in which students use a special three-column chart on which they list what they "Know" about the contents of a text prior to reading, what they "Want" to find out during the reading process, and what they "Learned" after reading. An evaluation of the course outcomes for 154 students completing the ER in 1987 and the 115 students completing the course in 1988 showed the following: (1) students' performance on a pre- and post-ER reading comprehension test showed significant improvement; (2) grades in a co-requisite sociology course showed improvement over similarly underprepared students who had completed the course prior to implementation of the ER course; (3) short-term retention rates for ER students was 83%, higher than the collegewide rate of 81%; and (4) pre- and post-ER interviews showed increases in student confidence and in the use of active reading strategies. Diagrams and sample interview questions are included. (GFW)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A