Reading and Writing Instruction for Academically At-Risk Deaf and Hard of Hearing First-Year College Students

Autor/inn/en	Williams, Jessica; Sarchet, Thomastine; Walton, Dawn
Titel	Reading and Writing Instruction for Academically At-Risk Deaf and Hard of Hearing First-Year College Students
Quelle	In: Community College Review, 50 (2022) 1, S.30-50 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/00915521211047672
Schlagwörter	Reading Instruction; Writing Instruction; At Risk Students; Deafness; Hearing Impairments; College Freshmen; Reading Skills; Remedial Reading; Remedial Instruction; Writing Skills; Program Effectiveness; Intervention; Language Usage; Sign Language; College Entrance Examinations; New York (Rochester); ACT Assessment + Suchen Sie Ihr Suchwort? Leseunterricht; Schreibunterricht; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Studienanfänger; Reading skill; Lesefertigkeit; Leseförderung; Förderkurs; Writing skill; Schreibfertigkeit; Sprachgebrauch; Gebärdensprache; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Objective/Research Question: Students with disabilities, including deaf and hard of hearing (DHH) students, are enrolling in college at rates higher than in the past with most of them pursuing an associate's degree. For DHH students, their reading ability is a predictor of their academic achievement in college. However, more than half of DHH students enroll in remedial reading and writing college courses indicating they are not reading and writing at a college level and putting them at-risk for non-completion. In addition, remedial reading and writing courses often do not count for credit toward graduation and may hinder rather than support student progress. One way to mitigate the need for remedial coursework during college is to provide the remedial instruction in a low-stakes manner through summer bridge to college programs. The purpose of the present study was to measure the effects of remedial reading and writing instruction provided through a summer bridge program on first-year, academically at-risk DHH college students' (N = 20) reading and writing abilities. Methods: Using a pretest/posttest design, we implemented remedial reading and writing instruction for 2 hours a day, 5 days a week for 5 weeks. Results: Upon the completion of instruction, the student participants' reading and writing skills improved. Conclusions/Contributions: Our findings may encourage researchers to attempt remedial instruction through summer bridge programs with other populations with disabilities or English language learners. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01