Reading and Writing Strategies: Tools for Active Engagement in the College Classroom

Reading and Writing Strategies: Tools for Active Engagement in the College Classroom

Tanya Sturtz (Keene State College, USA) and Darrell Hucks (Keene State College, USA)
DOI: 10.4018/978-1-5225-0034-6.ch050
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Abstract

In the field of education, students are not only expected to come to college with the reading and writing skills needed to successfully complete their program of study but also to enter the profession upon graduation with the ability to teach the next generation these skills. At the authors' institution of higher education, as with other higher education institutions, the reading and writing skills of incoming freshmen is a concern across the campus. To address this concern, two education faculty members created a reading and writing program. The program would prepare incoming freshmen with skills and strategies they could use to be successful in their college courses, as well as support student transition and retention. The pilot study created will address a concern raised in the literature regarding the under-explored reading research at the college level. To this end, this chapter shares the process involved in teaching the program and the experiences of the first cohort of students enrolled in the program.
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College Readiness

In higher education institutions across the country, the academic readiness of incoming classes of college students has become a serious cause for concern for their teachers (Reeves, 2010). There are significant numbers of students entering college, in recent years, without the solid foundation in reading and writing skills needed to meet the demands of the college classroom (Reeves, 2010).

In the field of education, students are expected to come to college with the reading and writing skills needed to successfully complete their program of study, but also, to enter the profession upon graduation with the ability to teach the next generation these skills. Frequently, those students who are identified for remediation typically receive tutoring at an institution’s writing center—very few, if any, receive additional support with reading at the college level (Kirby, 2007). Research has shown that there is often a notable correlation between writing and reading that is typically under-addressed at the post-secondary level (Rachal, Daigle, and Rachal, 2007).

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