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ERIC Number: ED473236
Record Type: Non-Journal
Publication Date: 2003
Pages: 328
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-87207-001-8
College Reading Research and Practice: Articles from "The Journal of College Literacy and Learning."
Paulson, Eric J., Ed.; Laine, Michaeline E., Ed.; Biggs, Shirley A., Ed.; Bullock, Terry L., Ed.
This volume presents 27 articles from "The Journal of College Literacy and Learning," a peer-reviewed journal (formerly the "Forum for Reading") produced by the International Reading Association's College Literacy and Learning Special Interest Group. Following "Foreword" (Donna E. Alvermann) and "Introduction" (Eric J. Paulson; Michael E. Laine; Shirley A. Biggs; Terry L. Bullock), under Section I, Theoretical Issues, are these articles: "A Brief History of College Reading" (Albert J. Kingston); "In Defense of College Developmental Reading Education" (Jian Zhang); "Metacognitive Awareness and Monitoring in Adult and College Readers" (Steve D. Rinehart and Jennifer M. Platt); "Reading as Assignment versus Reading as Art: Reader-Based Criticism Applied to Freshman Composition" (DeWitt Clinton); and "Reading, Writing, and Reality: A Cultural Coming to Terms" (Andrea R. Fishman). Under Section II, Research, are these articles: "Students' Conceptions of Learning, Their Motivations, and Their Approaches to Study" (Marilyn G. Eanet and Kay Camperell); "What Research Has to Say about Instruction in Text-Making Strategies" (Beverly Bartel); "Characteristics of Highly Proficient College Freshman Readers" (Margaret L. Henrichs); "Qualitative Study of College Developmental Students' Perceptions of the Reading and Writing Relationships in a Co-Taught Paired Reading Course" (Michaeline E. Laine); "Studying Hard for a College Level Geography Course: A Case Study" (Joseph W. Guenther and Thomas H. Anderson); "Text Demands in College Classes: An Investigation" (Vincent P. Orlando; David C. Caverly; Leslie A. Swetnam; Rona F. Flippo); "Directing Prose Learning with Analogical Study Guides" (David A. Hayes); "EFL Learners: Summarizing Strategies in Academic Settings" (Ana Maria Morra de la Pena); "Main Idea Clues" (Michael F. O'Hear and Patrick J. Ashton); "Adding In-Class Writing to the College Reading Curriculum: Problems and Plusses" (Arden B. Hamer); "Examination of At-Risk College Students' Sexist Attitudes toward Reading" (Maria Valeri-Gold and Nannette E. Commander); and "College Students' Use of Computer Technologies" (Alice Scales). Under Section III, Program and Strategy Descriptions, are these articles: "Goals, Administration, and Organizations of a College Developmental Reading Program" (Mary L. Dillard); "Previewing for a New Age" (Kate O'Dell and Judith Cope Craig); "A Cyclical Plan for Using Study Strategies" (David A. Hayes and Donna E. Alvermann); "Effective Studying from Text: Applying Metacognitive Strategies" (Ebo Tei and Oran Stewart); "Strategies for Considerate and Inconsiderate Text Instruction" (Jeanne Shay Schumm; Alexandra G. Leavell; Diane S. Haager); "Promoting Text Engagement through Reader-Generated Elaborations" (Hiller A. Spires); "Teaching Annotation Writing to College Students" (Susan L. Strode); "Reader Response in the College Reading Class" (Cynthia Chamblee); "Reflection and Developmental Readers: Facilitating Metacognition with Learning Logs" (Laura B. Soldner); "Enriching the Developmental Teaching and Learning Environment with Portfolio Assessment" (Martha E. Casazza); and "Afterword" (Shirley A. Biggs). (NKA)
Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($29.95). Web site:
Publication Type: Collected Works - General; Opinion Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Reading Association, Newark, DE.