DOCUMENT RESUME

ED 315 739 CS 009 945

AUTHOR Johns, Jerry; Krickeberg, Sandy TITLE Post-Secondary Developmental . Focused Access to Selected Topics (FAST) Bibliography No. 43. INSTITUTION ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE Mar 90 CONTRACT RI88062001 NOTE 5p. PUB TYPE Information Analyses - ERIC Information Analysis Products (071) -- Reference Materials - Bibliographies (131)

EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Annotated Bibliographies; Higher Education; Learning Disabilities; *Reading Difficulties; *Reading Instruction; *Reading Processes; Reading Research; *Reading Strategies; *Remedial Reading; *Study Skills; Two Year Colleges

ABSTRACT Intended to provide current sources of information about college reading selected from the many citations of material in the ERIC database, this 22-item bibliography offers research about college reading, the reading process, and strategies of instruction. The bibliography also includes references to discussions of specific content area study skills, and to problems of students with special needs. The selections date from 1986 through 1988. (SR)

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* Reproductions supplied by EMS are the best that can be made * * from the original document. * *******w*************************************************************** Focused Access to Selected Topics No. 43 a FAST Bib by the ERIC Clearinghouse on Reading and Communication Skills Post-Secondary Developmental Reading by Jerry Johns and Sandy Krickeberg At the post-secondary level, educators face a di-Overview and Research verse student population that, in addition to the Collins-Eiland, Karen; and others. "Effects of traditional student, includes students with special Conversational Noise, Locus of Control, and needs such as learning disabilities. To meet this range of abilities, the reading process must be Field Dependence/Independence on the Per- formance of Academic Tasks," Contemporary thoroughly understood. The purpose of the FAST Educational Psychology, v11 n2 p139-49 Apr Bib is to provide sources of information about col- 1986. lege reading. The references pertain to research about college reading, the reading process, Evaluates the effects of conversational noise on and/or strategies for instruction. Also included the comprehension/retention of 2000-word text ex- are references to discussions of specific content cerpts. Describes an experiment in which students area study skills, as well as students with particu- studied under noise conditions and under nonno- lar special needs. ise conditions. Reports no significant differences between groups but identifies subgroups that Two types of citations are included in this bibli- showed significant differences. ographycitations to ERIC documents and cita- tions to journal articles. The distinction between Goetz, Ernest T.; and others. "The Author's Role the two is important only if you are interested in in Cueing Strategic Processing of College obtaining the full text of any of these items. To ob- Textbooks," Reading Research and Instruc- tain the full text of ERIC documents, you will tion, v27 n1 p1-11 Fall 1987. need the ED number given in square brackets fol- Examines the nature and prevalence of author- lowing the citation. For approximately 98% of the provided cues to effective processing of introduc- ERIC documents, the full text can be found in the tory college textbooks in psychology and biology. ERIC microfiche collection. This collection is avail- Concludes that the authors of the texts chose cues able in over 800 libraries across the country. Alter- that would be effective even with relatively pas- natively, you may prefer to order your own copy sive learners and rarely chose cues that demanded of the document from the ERIC Document Repro- much activity from readers. duction Service (EDRS). You can contact EDRS by Hunter, Paul; Pearce, Nadine. ", Read- writing to 3900 Wheeler Avenue, Alexandria, Vir- ing, and Gender," Journal of Developmental ginia 22304, or by telephoning them at (800) 227- Education, v12 n1 p20-22, 24-26 Sep 1988. 3742 or (703) 823-0500. Reviews research on sex differences in lan- Full text copies of journal articles are not avail- guage use. Describes a study of the pat- able in the ERIC microfiche collection or through terns of female college students in basic, writing or EDRS. Articles can be acquired most economically freshman composition. Addresses instructional from library collections or through interlibrary implications. Reviews relevant reading theories, loan. Articles from some journals are also avail- discusses the relationship between women's lan- able through University Microfilms International guage patterns and their reading scblmata, and at (800) 732-0616 or through the Original Article recommends novels for remedial women readers. Tearsheet Service of the Institute for Scientific In- Hynd, Cynthia R.; and others. "Computers in U.I . DEPARTMENT OF EDUCATION formation at (800) 523-1850. Othc e o, Educational Rematch and Improvement theCollege Reading Program: A Basic EDUCATIONAL RESOURCES INFORMATION CENTER (E21(;) Primer." College Reading and Learning Assis- U This document has been reproduced as tance Technical Report 86-05. 1986. 18p. [ED received from the person or organization originating 269 753] LI Minor changes have bean made to improve reproduction quality

Points of view or opinions staled in thisdocu ERIC/RCS FAST Bib No. 43 Post-Secondary Developmental Reading Page 2

Explains a categorization scheme to use while to construct the main idea of an essay. Concludes reviewing and evaluating computer programs. De- that teacher modeling and concrete examples are scribes the types of programs pertinent to the important to all levels of instruction, kindergarten needs of college reading instructors. Suggests that through university senior. organization of curriculum and goals of instruc- Randall, Alice; and others. "Using Think-Aloud tion should be considered. Provides guidelines for Protocols Diagnostically with College Read- evaluating program needs as well as software be- fore purchasing new computer materials. Includes ers," Reading Research and Instruction, v25 a software evaluation sheet and list of technical n4 p240-53 Sum 1986. reports. Outlines procedures used in an investigation of Reed, Keflyn X. "Expectation vs. Ability: Junior college students' thinking aloud protocols and dis- cusses the framework developed for differentiat- College Reading Skills." 1988. 9p. [ED 295 ing student-text interactions and identifying the 706] common problems of less able comprehenders. Describes a study conducted at a junior college Suggests ways to use protocols to look into the designed to determine whether students' percep- ways students comprehend texts, to identify com- tions of their reading abilities could be used to prehension problems, and to find cues for subse- predict their actual reading skills. Finds that quent instruction. students' perceptions of their skill levels were sta- Smith, Brenda D.; and others. "The Effect of Im- tistically independent of their actual skill levels. agery Instruction on Develop- Stahl, Norman A.; and others. "The Materials of ment."CollegeReadingandLearning College Reading Instruction: A Critical and Assistance Technical Report No. 87-05. 1987. Historical Perspective from 50 Years of Con- 23p. [ED 291076] tent Analysis Research." College Reading and Explores the usefulness of imagery as a learn- Learning Assistance Technical Report 87-03. ing tool in a classroom situation. Investigates 1987.40p. [ED 296 281] whether a visual image has an additive effect on Focuses on research from the mid 1920s to the the recall of definitions of previously unknown En- mid-1980s, examining the published content anal- glish words. Determines whether providingan yses of college reading texts from the standpoint of image portraying the definition of the word pro- which methods were used, specific information moted more effective learning. Finds that the presented in respective content analyses, and ob- group which received definition, sentence, and vi- served trend; in content presentation that have sual image performed significantly better than the emerged since the mid-1920s. Reveals the follow- first group receiving only the definition, indicating ing conclusions: (1) a consensus across texts as to that visual imagery can be used successfully as what constituted effective study methods did not part of an instructional technique in vocabulary exist; (2) research evidence for most of the advo- development programs at the college level. cated techniques was missing; (3) adequate in- Stephens, Elaine C.; and others. "The Cloze Pro- st:uction and practice for presented skills and cedureasPredictorofUndergraduate subskills were limited in scope and validity; (4) Achievement in Introductory Courses." 1986. the transfer value of many practice activities to 7p. [ED 285 134] actual postsecondary reading and study tasks was in question; and (5) reliance on impressionistic ev- Investigates the adaptability of the doze proce- idence rather than research and statistical evi- dure for use in undergraduate courses, specifically dence was the norm. examining the relationship betw doze perfor- mance tests end student achievement. Indicates a Reading Process and Strategies moderately strong association between the results Heller, Mary F. "Comprehension Monitoring on the doze tests and the students' final grades. Strategies of College Reading Methods Stu- Verifies the findings by applying the procedure to dents," Reading horizons, v29 n1 p51-61 Oct students in introductory classes in three other dis- 1988. ciplines: sociology, psychology, and biology. Indi- Reports a study that examined the way college cates a positive correlation between doze test students in a reading methods course learned results and final course grades. Suggests that the about and demonstrated the strategies they used doze procedure could serve as a useful predictor of 3 ERIC/RCS FAST Bib No. 43 Post-Secondary Developmental Reading Page 3

class performance in many undergraduate intro- comprehension. Discusses methodology and re- ductory classes, with the potential for improving sults. undergraduate instruction if used to select better Scales, Alice M. "Teaching College Reading and textbooks and as an aid in making basic instruc- Study Skills through a Metacognitive-Schema tional decisions. Approach." 1987.39p. [ED 298 428] Study Skills Describes a reading and study skills course for Blanchard, Jay; Mikkelson, Vincent. "Underlin- college students, based on concepts of metacogni- ing Performance Outcomes in Expository tion and schema. Explains how students makeuse Text," Journal of Educational Research, v80 of their self-knowledge, their learned study and n4 p197-201 Mar-Apr 1987. reading skills, and their understanding of things, Investigates test performance outcomes for col- people, language, etc., to make sense from their lege students using underlining as a study strat- textbooks and to apply that textbook knowledge egy. Concludes that, regardless of study time and appropriately to tasks. Emphasizes self-question- reading achievement, underlining was popular be- ing strategies, word-learning skills, listening aril cause it helped to ensure recall of information note-taking skills, library skills, test-taking tech- from underlined text segments. niques, and time management skills. Horowitz, Daniel M. "What Professors Actually Simpson, Michele L.; and others. "PORPE: A Require: Academic Tasks for the ESL Class- Comprehensive Study Strategy Utilizing Self- room," TESOL Quarterly, v20 n3 p445-62 Fall Assigned Writing." College Reading and 1986. Learning Assistance Technical Report 87-04. 1987. 22p. [ED 292 097] Analyzes the actual writing assignments and essay tests given to college students. Shows that Examines PORPE, a comprehensive strategy tests and assignments were mostly highly con- system using writing, which was originally cre- trolled and fell into seven categories, including ated for students who wanted to know how to summary of/reaction to reading, comma-annotated study for essay examinations in their college bibliography, and research project. Discusses im- courses. Investigates the effectiveness of PORPE, plications for creating tasks in the English for Ac- with students in a developmental college reading ademic Purposes classroom. class. Shows that the students trained in PORPE scored significantly better on their initial, and Nist, Sherrie L. "Teaching Students to Annotate even delayed, essay and multiple-choice exams. and Underline Text EffectivelyGuidelines and Procedures." College Reading and Learn- Simpson, MicheleL."Teaching University ing Assistance Technical Report No. 87-02. Freshmen to Employ, Regulate, and Transfer 1987.19p. [ED 281 155] Study Strategies to the Content Areas." 1986. lap. [ED 272 850] Explains how annotating/underlining serves a dual function: students can isolate key ideas at Determines whether students have study strat- the time of the initial reading and then study egie0 that they can transfer to Future learning those ideas later as they prepare for tests. De- tasks. Uses a content-based model, the Supportive scribes annotate/underline principles that are ef- Seminar, which can teach college students how to fective for students. Gives guidelines for teaching employ effective and appropriate study strategies the strategy. and help students to plan, monitor, and evaluate their own independent learning. Reports that stu- Samuels, S. Jay; and others. "Adults' Use of dents transferred the appropriate strategies, regu- Text Structure in the Recall of a Scientific larly used many of the strategies learned in the Journal Article," Journal of Educational Re- seminar, were aware of the underlying processes search, v81 n3 p171-74 Jan-Feb 1988. and the uniqueness of each strategy, and would Examines how knowledge of text structure may highly recommend a Supportive Seminar to a aid in comprehension and recall. Students were friend. Concludes that Supportive Seminars are assigned to read a canonical or a noncanonical credible delivery models that adhere to a content- text after half of them received instruction in text based philosophy of college reading. structure. Evaluates written recall of the text for ERIC/RCS FAST Bib No. 43 Post-Secondary Developmental Reading Page 4

Witkowski, Joseph C. "Solving Problems byIngram, Cregg F.; Dettenmaier; Lois. "LD Col- Reading Mathematics," College Teaching, v36 lege Students and Reading Problems," Aca- n4 p162-65 Fall 1988. demic Therapy, v22 n5 p513-18 May 1987. Describes a course at the University of Georgia Reviews regarding learning-disabled that helps students acquire problem-solving skills college students and their reading problems. Sug- so that ultimately the entire remedial program gests that these students have difficulty focusing improves, giving students with major deficiencies attention while reading and that compensation in basic skills a better chance to succeed in their strategies should include: using "talking books"; regular university courses. requesting testing options; recording lectures; and organizing schedules to maximize use of resources Students with Special Needs and time. Aaron, P G.; Phillips, Scott. "A Decade of Re- search with Dyslexic College Students: A Summary of Findings," Annals of , v36 p44-66 1986. Reviews the findings from an analysis of sev- eral research proj(I involving dyslexic college students. Determines typical student characteris tics are slow reading- rate, error-prone oral read- ing,poorspelling,grammaticallyincorrect writing, poor mastery of - rela- tionships, and adequacy of oral language skills. Aaron, P G. "Developmental Dyslexia: Is It Dif- ferent from Other Forms of Reading Disabil- ity?"Annals of Dyslexia, v37 p109-25 1987. Compares college students in a dyslexia group to a non-specific reading-disabled group. Com- pares controlsODcognitive and reading-related skills. Indicates that poor decoding skills charac- terized the dyslexic reader, whereas the non- dyslexic poor reader displayed more generalized cognitive deficits. Balajthy, Ernest; Waring, Eileen Whitcraft. "Dyslexia and the College Student." 1988. ERIC Clearinghouse on 24p. [ED 297 313] Reading and Communication Skills Summarizes recent research in the field of Indiana University learning disabilities and other sources of informa- Smith Research Center, Suite 150 tion which may prove useful to college: -level read- 2805 East Tenth Street ing instructorsin teaching thecollege-level Bloomington, IN 47408-2698 dyslexic. Identifies research on techniques of for- (812) 855-5847 mal and informal assessment, psychological and March 1990 social factors, and remediation programs with an This publication was prepared with funding from the Office of Educational Re- emphasis on the particular programs associated search and Improvement, U.S. Department of Education, under contract no with the adult learning disabled student.Sug- 8188062001. Contractors undertaking such projects under gwernment sponsor- ship are encouraged to expras freely their judgment in professional and techni- gests that the causes of reading disabilities are cal matters. Points of view or opinions, however, do not necessarily represent the multiple, arising largely from educational and so- official view or opinions of the Office of Educational Research and Improvement, cial contexts outside the individual. Lists sugges- tions for college faculty and the characteristics of learning-disabled college students.