Teaching Academically Underprepared Postsecondary Students

Autor/inn/en	Perin, Dolores; Holschuh, Jodi Patrick
Titel	Teaching Academically Underprepared Postsecondary Students
Quelle	In: Review of Research in Education, 43 (2019) 1, S.363-393 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perin, Dolores)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X18821114
Schlagwörter	Academic Education; College Preparation; Student Improvement; Literacy; Reading Instruction; Writing Instruction; Instructional Effectiveness; Educational Change; Teaching Methods; College Faculty; College Students; Developmental Studies Programs; Remedial Programs; Reading Skills; Writing Skills; Multiple Literacies; Reading Writing Relationship; Reading Strategies; Context Effect; Intellectual Disciplines; Educational Technology; Integrated Curriculum + Suchen Sie Ihr Suchwort? Akademische Bildung; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Schreibunterricht; Unterrichtserfolg; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Collegestudent; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Förderprogramm; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Geisteswissenschaften; Unterrichtsmedien
Abstract	Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01