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Young, Dawn; Ley, Kathryn – Journal of College Reading and Learning, 2005
This study compared 34 lower-achieving (developmental) first-time college students' self-reported self-regulation strategies from a Likert scale to those they reported in structured interviews. Likert scales have offered convenient administration and evaluation and have been used to identify what and how learners study. The reported study activity…
Descriptors: Likert Scales, Interviews, College Admission, Study Skills
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Stein, Kathy – Journal of College Reading and Learning, 2005
The author of this article discusses the needs of developmental Latino/Latina students. As a white, middle-aged, female developmental educator, she is aware of the cultural differences. She has tried telling herself that when teaching developmental English, what matters is her knowledge of English composition. Good organization, solid development,…
Descriptors: Hispanic American Students, Cultural Differences, Multicultural Education, Developmental Studies Programs
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Nist, Sherrie L.; Holschuh, Jodi Patrick – Journal of College Reading and Learning, 2005
Theories of epistemological beliefs focus on individuals' perceptions about what knowledge is and where knowledge comes from. These beliefs are part of, and may in fact direct, the cognitive processes involved in learning. Research stemming from these theories offers varied explanations as to how beliefs relate to student learning and academic…
Descriptors: Epistemology, Beliefs, Cognitive Processes, Learning Strategies
Bennett-Kastor, Tina – Journal of College Reading and Learning, 2005
Forty-four students at a mid-sized urban university were given a pseudo-word spelling test to explore the relationship between their spelling ability and their placement in college writing courses. Half the students required a developmental writing course and half took college-level classes. Number of correct (i.e., orthographically possible)…
Descriptors: Urban Universities, Basic Writing, Learning Disabilities, Spelling
Banks, Joy – Journal of College Reading and Learning, 2005
Upon entering college, some African American students experience difficulty with literacy tasks requiring text analysis, active problem solving, and critical thinking. Many of these difficulties can be traced to the high school as the source. To understand some of the underlying causes for this situation, phenomenological interviews were conducted…
Descriptors: Student Attitudes, College Students, African American Students, Literacy
Hendriksen, Sharon Ishiki; Yang, Lifen; Love, Barbara; Hall, Mary C. – Journal of College Reading and Learning, 2005
This article describes the developments in the assessment journey of a tutoring academic support program in a community college. The goal of our study was to determine if the Learning Center was doing what it said it was doing and what it could do to improve its services. Traditionally, the center had been evaluated on such accomplishments as…
Descriptors: Program Effectiveness, Tutoring, Learning Centers (Classroom), Community Colleges
Pardini, Eleanor A.; Domizi, Denise P.; Forbes, Daniel A.; Pettis, Gretchen V. – Journal of College Reading and Learning, 2005
Many instructors supply online lecture notes but little attention has been given to how students can make the best use of this resource. Based on observations of student difficulties with these notes, a strategy called parallel note-taking was developed for using online notes. The strategy is a hybrid of research-proven strategies for effective…
Descriptors: Reading Strategies, Notetaking, Computer Assisted Instruction, Student Reaction
Arendale, David – Journal of College Reading and Learning, 2005
Although the issue of redefining the developmental education profession has been a constant in its history, the urgency to reexamine it has never been greater. As practice advances and changes, so must the language to describe it. A reexamination can be an opportunity to transform the work of the field, expand its borders, and redefine its…
Descriptors: Remedial Instruction, Compensatory Education, Developmental Studies Programs, Postsecondary Education
Behrman, Edward H.; Street, Chris – Journal of College Reading and Learning, 2005
This study provides empirical evidence to support the validity of using a content-specific reading test for college placement decisions. A content-specific reading test presents passages exclusively from the subject area for which the placement decision is intended. Forty-nine students in a human anatomy class were administered a content-specific…
Descriptors: Student Placement, Achievement, Predictive Validity, Reading Comprehension
Jakubowski, Terrance G.; Dembo, Myron H. – Journal of College Reading and Learning, 2004
The purpose of this study was to examine the relationship between academic self-regulation, self-efficacy, and two student self-belief systems, identity style and stage of change, for 210 college students enrolled at a private research university. High scores on the informational identity, contemplation stage, and action stage subscales and low…
Descriptors: Research Universities, Undergraduate Students, Self Efficacy, Self Management
Caverly, David C.; Nicholson, Sheila A.; Radcliffe, Richard – Journal of College Reading and Learning, 2004
Two studies examined the short- and long-term effects of teaching strategic reading to first-year college students in a stand-alone course. In study one, developmental readers (N=36) learned PLAN, a strategic reading heuristic. Significant pretest-posttest growth was found using cognitive, metacognitive, and affective measures, though no gain was…
Descriptors: Reading Instruction, Standardized Tests, Core Curriculum, Reading Skills
Jacobs, Walter R.; Reynolds, Thomas J.; Choy, Gregory P. – Journal of College Reading and Learning, 2004
Three professors explicitly examined how educational dialogue and narrative informed their students' reading and writing experiences. In three introductory courses (composition, sociology, and literature) each taught in a developmental education unit within a large research university, students wrote at least one story about "social ghosts," the…
Descriptors: Writing (Composition), Introductory Courses, College Students, Sociology
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Quarshie Smith, Beatrice – Journal of College Reading and Learning, 2004
Writing instruction in the United States now routinely takes place in networked environments. For adult learners in open admissions institutions, the literacy demands of the academic sphere and the public nature of the acts of writing in networked environments can create alienating experiences. This study examined the possibilities that the genre…
Descriptors: Open Enrollment, Autobiographies, Adult Students, Adult Learning
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Cole, James S.; Denzine, Gypsy M. – Journal of College Reading and Learning, 2004
This study looked at the relationship of explanatory style and self-systems (including self-esteem and self-efficacy) and the motivation (expectations for success and task value) of students who were dissatisfied with their performance in a particular class. One result is the confirmation that situated variables such as self-efficacy provide the…
Descriptors: Self Efficacy, Academic Achievement, Student Motivation, Self Esteem
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Van Blerkom, Malcolm L.; Van Blerkom, Dianna L. – Journal of College Reading and Learning, 2004
This study examined self-monitoring strategies used by both developmental and non-developmental college students. Students were asked to describe how they know when they have completed a reading assignment, have studied enough for a quiz, and have studied enough for an examination. It was anticipated that at the beginning of the semester, the…
Descriptors: Reading Assignments, College Students, Developmental Programs, Learning Strategies
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