ERIC Number: EJ1115958
Record Type: Journal
Publication Date: 2013-Dec-11
Abstractor: As Provided
The Problem of Academic Discourse: Assessing the Role of Academic Literacies in Reading across the K-16 Continuum
Young, Justin A.; Potter, Charlie R.
Across the Disciplines, v10 n4 Dec 2013
Using a mixed methodology study, this article explores the influence of academic language comprehension on reading, writing, and academic performance at a regional comprehensive institution. We completed a comprehensive survey of 150 students in ENGL 101 and 201, asking questions about academic reading strategies and important disciplinary concepts in the majors of individual survey participants. Additionally, we conducted a phenomenological study of instructor perceptions of student reading ability in order to gain a more complete picture of the role of reading in student performance. Finally, we triangulated this information by coding and analyzing multiple writing samples from assignments specifically designed to capture student facility with academic language. In order to explore possible curricular changes, we compared our findings with theories of academic literacies and the requirements of the Common Core State Standards (CCSS). Our research suggests that the ongoing implementation of the CCSS provides an opportunity to reconsider and revise how universities approach academic literacies and reading across the curriculum at the university level.
Descriptors: Academic Discourse, Phenomenology, Coding, Academic Achievement, Common Core State Standards, Mixed Methods Research, Majors (Students), Role, Reading Comprehension, Teacher Attitudes, Writing Instruction, English Instruction, Reading Strategies, Writing (Composition), Student Surveys, Student Attitudes, Scoring Rubrics, Writing Evaluation, Articulation (Education), Elementary Secondary Education
WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A