The effectiveness of strategic reading instruction for college developmental readers

Journal of College Reading and Learning

Volumn 35, Issue 1, 2004, Pages 25-49

  Caverly, David C ^a   Nicholson, Sheila A ^a   Radcliffe, Richard ^a  

^a TEXAS STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 57649156176     PISSN: 10790195     EISSN: None     Source Type: Journal    
DOI: 10.1080/10790195.2004.10850166     Document Type: Article

References (45)

1. Adleman, C., (1996, October 4). Point of view:The truth about remedial work:It's more complex than windy rhetoric and simple solutions suggest. Chronicle of Higher Education, p. A36.
2. Alexander, P. A., & Jetton, T. L., (2000). Learning from text:A multidimensional and developmental perspective. In M., Kamil, P., Mosenthal, P. D., Pearson, & R., Barr (Eds.), Handbook of reading research (Vol. 3, pp. 285–310). Mahwah, NJ:Lawrence Erlbaum Associates.
3. Alexander, P. A., & Murphy, P. K., (1999). Learner profiles:Valuing individual differences within classroom communities. In P. L., Ackerman, P. C., Kyllonen, & P. D., Roberts (Eds.), Learning and individual differences:Processes, traits, and content determinants (pp. 412–432). Washington, DC:American Psychological Association.
4. Anderson, T. H., & Armbruster, B. B., (1984). Studying. In P. D., Pearson (Ed.), Handbook of reading research (pp. 657–680). New York:Longman.
5. Barnett, J., (1996, April). Self-regulation of reading strategies in a college course. Paper presented at the annual meeting of the American Educational Research Association, New York.
6. Bohr, L., (1994). College classes that attract and generate good readers. Journal of College Reading and Learning, 26(2), 30–44.
7. Bower, P., Caverly, D. C., Stahl, N., & Voge, D. J., (2003, October). Making the transition from skills-based reading instruction to strategy-based instruction; Parts 1 and 2. Paper presented at the annual meeting of the College Reading and Learning Association, Albuquerque, NM.
8. Boylan, H. R., Bonham, B. S., White, J. R., & George, A. P., (2000). Evaluation of college reading and study strategy programs. In R. F., Flippo & D. C., Caverly (Eds.), Handbook of college reading and study strategy research (pp. 365–402). Mahwah, NJ:Lawrence Erlbaum Associates.
9. Burrell, K. I., Tao, L., Simpson, M. L., & Mendez-Berrueta, H., (1997). How do we know what we are preparing students for? A reality check of one university's academic literacy demands. Research & Teaching in Developmental Education, 13, 15–70.
10. Caverly, D. C., Mandeville, T. P., & Nicholson, S. A., (1995). PLAN:A study-reading strategy for informational text. Journal of Adolescent & Adult Literacy, 39(3), 190–199.
11. Caverly, D. C., & Orlando, V. P., (1991). Textbook study strategies. In R. F., Flippo & D. C., Caverly (Eds.), Teaching reading and study strategies at the college level (pp. 86–165). Newark, DE:International Reading Association.
12. Caverly, D. C., Orlando, V. P., & Mullen, J. L., (2000). Textbook study strategies. In R. F., Flippo & D. C., Caverly (Eds.), Handbook of college reading and study strategy research (pp. 105–147). Mahwah, NJ:Lawrence Erlbaum Associates.
13. Cohen, J., (1988). Statistical power analysis for the behavioral sciences. Mahwah, NJ:Lawrence Erlbaum Associates.
14. Colarusso, K., (2000). Using a faculty survey of college-level reading and writing requirements to revise developmental reading and writing objectives. Kellogg Institute final report, practicum 1999. (ERIC Document Reproduction Service No. ED448823).
15. Cox, S. R., Friesner, D. L., & Khayum, J., (2003). Do reading skills courses help underprepared readers achieve academic success in college? Journal of College Reading and Learning, 33, 170–196.
16. Donley, J., & Spires, H. A., (1999). Effects of instructional context on academic performance and self-regulated learning in underprepared college students. Research & Teaching in Developmental Education, 16, 23–32.
17. Doughty, I. D., (1990). Improving reading comprehension of underprepared college students. Unpublished master's thesis, Nova University, Miami, FL.
18. Duffy, G. G., (2002). The case for direct explanation of strategies. In C. C., Block & M., Pressley (Eds.), Comprehension instruction:Research-based best practices (pp. 28–41). New York:Guilford Press.
19. El-Hindi, A. E., (1996). Enhancing metacognitive awareness of college learners. Reading Horizons, 36(3), 214–230.
20. Hattie, J., Biggs, J., & Purdie, N., (1996). Effects of learning skills interventions on student learning:A meta-analysis. Review of Educational Research, 66, 99–126.
21. Horn, L., Peter, K., & Rooney, K., (2002). Profile of undergraduates in U.S. postsecondary institutions:1999–2000 (A. G. Malizio, Project Officer) [Statistical Analysis Report NCES 2002-168]. Retrieved June 1, 2004, from U.S. Department of Education, National Center for Education Statistics World Wide Web Electronic Catalog:http://nces.ed.gov/pubsearch.
22. Maloney, W. H., (2003). Connecting the texts of their lives to academic literacy:Creating success for at-risk first-year college students. Journal of Adolescent & Adult Literacy, 46, 664–673.
23. Maxwell, M., (1997). The dismal state of required developmental reading programs:Roots, causes and solutions. (ERIC Document Reproduction Service No. ED415501).
24. Moyle, P. B., (Ed.). (2003). Biodiversity and biogeography. In Essays in wildlife conservation:A reader for WFC 10, Wildlife Conservation and Ecology (chap. 3). Retrieved October 8, 2003, from http://www.meer.org/chap3.htm.
25. National Evaluation Systems. (2003). THEA:Texas Higher Education Assessment. Retrieved June 1, 2004, from http://www.thea.nesinc.com/.
26. Nist, S. L., & Simpson, M. L., (1990). The effect of PLAE upon students' test performance and metacognitive awareness. In J. E., Readence & R. S., Baldwin (Eds.), 39th Yearbook of the National Reading Conference:Literacy theory and research:Analyses from multiple paradigms (pp. 321–328). Chicago:National Reading Conference.
27. Nist, S. L., & Simpson, M. L., (2000). College studying. In M., Kamil, P., Mosenthal, P. D., Pearson & R., Barr (Eds.). Handbook of reading research (Vol. 3, pp. 645–666). Mahwah, NJ:Lawrence Erlbaum Associates.
28. O'Hear, M. F., & MacDonald, R. B., (1995). A critical review of research in developmental education:Part I. Journal of Developmental Education, 19(2), 2–6.
29. Parsad, B., & Lewis, L., (2003). Remedial education at degree-granting postsecondary institutions in fall 2000 (B. Greene, Project Officer) [Statistical Analysis Report NCES 2004-010]. Retrieved December 26, 2003, from U.S. Department of Education, National Center for Education Statistics World Wide Web Electronic Catalog:http://nces.ed.gov/pubsearch.
30. Pressley, M., (2002). Comprehension strategies instruction:A turn-of-the-century report. In C. C., Block & M., Pressley (Eds.), Comprehension instruction:Research-based best practices (pp. 11–27). New York:Guilford Press.
31. Pressley, M., & Afflerbach, P., (1995). Verbal protocols of reading:The nature of constructively responsive reading. Hillsdale, NJ:Lawrence Erlbaum Associates.
32. Pressley, M., Yokoi, L., Van Meter, P., Van Etten, S., & Freebern, G., (1997). Some of the reasons preparing for exams is so hard:What can be done to make it easier. Educational Psychology Review, 9, 1–38.
33. Robinson, F. P., (1970). Effective study (4th ed). New York:Harper & Row.
34. Scholz, U., Gutierrez-Dona, B., Sud, S., & Schwarzer, R., (2002). Is perceived self-efficacy a universal construct? Psychometric findings from 25 countries. European Journal of Psychological Assessment, 18(3), 242–251.
35. Simpson, M. L., (2002). Program evaluation studies:Strategic learning delivery model suggestions. Journal of Developmental Education, 26(2), 2–4, 6, 8, 10, 39.
36. Simpson, M. L., & Nist, S. L., (1997). Perspectives on learning history:A case study. Journal of Literacy Research, 29(3), 363–395.
37. Simpson, M. L., & Nist, S. L., (2000). An update on strategic learning:It's more than textbook reading strategies. Journal of Adolescent & Adult Literacy, 43(6), 528–541.
38. Simpson, M. L., & Nist, S. L., (2002). Encouraging active reading at the college level. In C. C., Block & M., Pressley (Eds.), Comprehension instruction:Research-based best practices (pp. 365–381). New York:Guilford Press.
39. Simpson, M. L., & Rush, L., (2003). College students' beliefs, strategy employment, transfer, and academic performance:An examination across three academic disciplines. Journal of College Reading and Learning, 33, 146–156.
40. Stallworth-Clark, R., Nolen, M. T., Warkentin, R., & Scott, J. S., (2000, April). College students' academic performance:The interaction of strategy engagement, content, and context. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
41. Stallworth-Clark, R., Scott, J. S., & Nist, S. L., (1996, April). The teaching-learning process and postsecondary at-risk reading students:Cognitive, metacognitive, affective, and instructional variables explaining academic performance. Paper presented at the annual meeting of the American Educational Research Association, New York.
42. Wade, S. E., & Reynolds, R. E., (1989). Developing metacognitive awareness. Journal of Reading, 33(1), 6–15.
43. Weinstein, C. E., & Mayer, R. E., (1985). The teaching of learning strategies. In M. C., Wittrock (Ed.), Handbook of research on teaching (pp. 315–327). New York:Macmillian.
44. Zimmerman, B. J., (2002). Becoming a self-regulated learner:An overview. Theory into Practice, 41(2), 64–70.
45. Zimmerman, B. J., & Paulsen, A. S., (1995). Self-monitoring during collegiate studying:An invaluable tool for academic self- regulation. New Directions for Teaching and Learning, 63, 13–27.