DOCUMENT RESUME ED 315 739 CS 009 945 AUTHOR Johns, Jerry; Krickeberg, Sandy TITLE Post-Secondary Developmental Reading. 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) *********************************************************************** * 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. "Writing, 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 language 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 Vocabulary 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