ERIC Number: ED415501
Record Type: RIE
Publication Date: 1997-Jun
The Dismal State of Required Developmental Reading Programs: Roots, Causes and Solutions.
The traditional college required remedial reading course has many shortcomings: students are stigmatized by forced placement and resent the course; dropout rates are higher; and high-risk students who take the course take longer to complete degrees and take longer to shed the high-risk label. The skills taught tend to be speed, vocabulary, and comprehension which are taught in traditional ways and are often unrelated to those skills needed to understand college textbooks. Also college reading teachers may be untrained in modern theory and research, lack skills in teaching adults, and usually are not knowledgeable about what other faculty members consider academic literacy. Courses are rarely systematically evaluated so there is no incentive to change topics, or the way they are taught. There is also little evidence of these courses improving reading skills or college success. The best solution is to integrate reading, writing, and study skills directly into the courses. Teachers should design innovative curriculum and teaching strategies in reading and writing for learning which combine language activities and rely on their interaction for learning. Other alternatives are to revive college preparatory programs and summer programs that offer interdisciplinary courses. (Contains 68 references.) (RS)
Publication Type: Guides - Non-Classroom; Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A