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ERIC Number: ED510744
Record Type: Non-Journal
Publication Date: 2010-Jun
Pages: 4
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-1526-2049
A Contextualized Reading-Writing Intervention for Community College Students. CCRC Brief. Number 44
Perin, Dolores; Hare, Rachel
Community College Research Center, Columbia University
In recent years, discussion has arisen among educational researchers and practitioners on how best to teach academically underprepared community college students the basic skills they need to be able to learn from a college curriculum. Research conducted by the Community College Research Center has found that many creative approaches are used in developmental education, but there exists little quantitative evidence on their effectiveness. This study begins to fill this research gap. With funding from the U.S. Department of Education's Institute of Education Sciences, an intervention called the Content Comprehension Strategy Intervention (CCSI) was developed and tested at three community colleges. CCRC researchers drafted and pilot-tested the intervention in collaboration with science and developmental education faculty and senior administrators at Bronx Community College. The intervention was further tested and revised at Los Angeles Pierce College and Norwalk Community College. In this Brief, the authors describe the intervention and present data suggesting that it is a promising strategy for community college students who need to improve their reading and writing skills. (Contains 1 table.)
Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Columbia University, Community College Research Center