The Effectiveness of Strategic Reading Instruction for College Developmental Readers

David C. Caverly · Sheila A. Nicholson · Richard Radcliffe

86 citations0/0 files storedJournal of College Reading and Learning

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Reading and Literacy Development Literacy and Educational Practices Educational Strategies and Epistemologies

Abstract

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 found on a measure of self-efficacy. Strategy transfer was found during the next semester according to self-report. In a second study of developmental readers over four years, a larger treatment group (N = 51) outperformed a control group (N = 78) on a standardized test and average grade in a reading-intensive history course. These developmental readers seemed to learn strategic reading skills that transferred to a future core curriculum course.

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References

1986Handbook of research on teaching 2002Becoming a Self-Regulated Learner: An Overview 1991Handbook of reading research 1996Chronicle of Higher Education 2002Is General Self-Efficacy a Universal Construct?1 1986The teaching of learning strategies 1996Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis 1996Verbal Protocols of Reading: The Nature of Constructively Responsive Reading

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