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Annamary Consalvo; Jessica Rueter – Journal of College Reading and Learning, 2024
This paper reports on research undertaken in two fully online, asynchronous university courses. Representing two masters' programs, one led to a degree in reading as a reading specialist, and the other, to a degree in special education as an educational diagnostician. This investigation explored how writing conferences helped graduate students to…
Descriptors: Online Courses, Graduate Students, Writing (Composition), Writing Instruction
McBride, Alexis; Jiménez, Robert T. – Journal of College Reading and Learning, 2021
Despite increasing enrollments of foreign-born students in US community colleges, extant research on serving the needs of linguistic minority (LM) learners in higher education is decidedly scarce. When LM learners enter post-secondary settings, they simultaneously inherit the burden of securing the academic resources needed to navigate college…
Descriptors: Multilingualism, Writing Instruction, Two Year College Students, Language Minorities
Paulson, Eric J.; Sarker, Amber L.; Reynolds, Jessica Slentz; Cotman, Ann Marie – Journal of College Reading and Learning, 2021
A state-wide educational policy change in Texas mandated that the exit levels of developmental reading and writing coursework in every public institution of higher education in the state be merged into one accelerated and integrated developmental reading and writing course. This project examined that curricular shift through the perspectives of…
Descriptors: College Faculty, Teacher Attitudes, Community Colleges, Public Colleges
Moore, Miriam – Journal of College Reading and Learning, 2021
This study examines the nature of metalinguistic awareness in first-year college writers enrolled in two-year degree programs, corequisite support courses, or both. Metalinguistic awareness is an ability to systematize knowledge about language and use that knowledge to monitor language as language. Participants in the study completed reading…
Descriptors: Metalinguistics, Syntax, College Freshmen, Writing Instruction
Kocatepe, Mehtap – Journal of College Reading and Learning, 2020
Information literacy is a context-driven social practice that refers to the ways individuals experience information and create meanings regarding this experience. While much has been reported on information literacy in language learning contexts, not much has been written about how information is experienced. This paper reports on a…
Descriptors: Females, Arabs, Undergraduate Students, English for Academic Purposes
Lawton, Rachele; de Kleine, Christa – Journal of College Reading and Learning, 2020
In spite of years of sociolinguistic research establishing that all language varieties are valid and equal, there is a disconnect between this knowledge and pedagogical practices at the college level. Certain Englishes, particularly those of minoritized speakers, are stigmatized, and "standard" English is upheld as the goal of writing…
Descriptors: Community Colleges, College Faculty, Teacher Attitudes, Literacy Education
Grue, Michelle N. P. – Journal of College Reading and Learning, 2020
Afrofuturism is a storytelling genre that appears in multiple media types, including books, films, television, comics, music, and art. Drawing from genres such as science-fiction, fantasy, horror, magical realism, and other speculative genres, Afrofuturism re-envisions the past, present, and future in order to show what the Black community does…
Descriptors: Blacks, Literary Styles, Futures (of Society), College Instruction
Gallagher, Jamey – Journal of College Reading and Learning, 2020
This article argues that writing teachers should allow, and even encourage, students to code-mesh in community college classrooms. By looking at and analyzing code-meshed writing produced by three students in an English 101 class, the author argues that code-meshing provides students with both a craft-wise approach to writing and a way to address…
Descriptors: Code Switching (Language), Community Colleges, Writing Instruction, Writing Teachers
Caverly, David C.; Payne, Emily M.; Castillo, Amarilis M.; Sarker, Amber; Threadgill, Elizabeth; West, Daniel – Journal of College Reading and Learning, 2019
Many students matriculate into college feeling confident in their abilities to make meaning when using digital devices, though recent research suggests these students are not necessarily digitally literate. Still, 20% of incoming freshmen are required to enroll in Developmental Literacy Education, suggesting some of these students are not…
Descriptors: Technological Literacy, Remedial Reading, Writing Instruction, Access to Computers