Reading Expectations and Text Readiness in 100-Level Courses

Autor/in	Greci, Dana
Titel	Reading Expectations and Text Readiness in 100-Level Courses
Quelle	In: Journal of Developmental Education, 42 (2019) 3, S.18-26 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-3907
Schlagwörter	College Freshmen; Curriculum Evaluation; Developmental Studies Programs; Remedial Reading; Readiness; General Education; Introductory Courses; Expectation; Reading Readiness; Reading Instruction; Reading Programs; Models; Alignment (Education); Reading Comprehension; Reading Skills; Reading Habits; Critical Thinking; Metacognition; Alaska + Suchen Sie Ihr Suchwort? Studienanfänger; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Leseförderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Einführungskurs; Expectancy; Erwartung; Reading rate; Reading speed; Lesegeschwindigkeit; Leseunterricht; Analogiemodell; Leseverstehen; Reading skill; Lesefertigkeit; Reading habit; Lesegewohnheit; Kritisches Denken; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	An audit was completed at the University of Alaska Fairbanks (UAF) based on the curriculum audit model developed by Armstrong, Stahl, and Kantner (2015). The audit examined text readiness and text expectations in UAF developmental reading courses and 100-level general-education and career-technical education courses, how well these text expectations align, and what the culture of reading looks like at UAF. Course observations, faculty interviews, focus group discussions, and surveys were collected. Although preparedness for reading tasks, comprehension, and critical thinking were seen as important by both faculty and students, motivation and self confidence arose as even more compelling contributors to students' reading success. The outcomes of the current study indicate that many UAF students would benefit from increased reading support. The intention of the curriculum audit model is to assist solution-oriented investigations that can help faculty see how college reading programming needs to be adjusted (Armstrong, Stahl, & Kantner, 2015). In this regard, the model is a great success. (As Provided).
Anmerkungen	National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: https://journals.library.appstate.edu/index.php/jde/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01