ERIC Number: ED473236
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
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)
Descriptors: Case Studies, College Students, Higher Education, Literacy, Metacognition, Program Descriptions, Reading, Reading Research, Reading Writing Relationship, Remedial Instruction, Study Skills, Writing Skills
Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($29.95). Web site: http://www.reading.org.
Publication Type: Collected Works - General; Opinion Papers; Reports - Research
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.