Handbook of College Reading and Study Strategy Research

Handbook of College Reading and Study Strategy Research

Handbook of College Reading and Study Strategy Research

Handbook of College Reading and Study Strategy Research

Synopsis

The Handbook of College Reading and Study Strategy Research is the most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators. In this thorough and systematic examination of theory, research, and practice, college reading teachers will find information to make better instructional decisions, administrators will find justification for programmatic implementations, and professors will find in one book both theory and practice to better prepare graduate students to understand the parameters and issues of this field.

No other book currently provides a comprehensive collection of information, though college reading and study strategy programs continue to expand and can be found in four-year colleges, universities, community/junior colleges, medical schools, technical schools, and other postsecondary institutions around the world. The Handbook is an essential resource for professionals, researchers, and students as they continue to study, research, learn, and share more about college reading and study strategy issues and instruction.

Excerpt

The Handbook of College Reading and Study Strategy Research will be welcomed by professionals in the field as it is the only current volume that describes in depth the theories and research on which college reading and study strategy programs are based. In addition, it offers researchers and scholars important solutions to problems and suggestions about areas that need to be further explored and better understood.

Graduate students, their professors, and decision makers who determine policies for developmental programs will profit from reading this volume. Experienced practitioners, too, will appreciate the opportunity to review the recent evidence and be brought up to date in a field where both the basic concepts of the field and the students are changing.

Although college administrators and faculty agree that good reading and study strategies are essential for success in college, there are strong differences in opinions about what strategies are necessary and where and how they should be taught. In fact, as the authors in this handbook point out, there are disagreements about both the definition of reading and study strategies and the nature of its theories. For example, in chapter 8, Allgood, Risko, Alvarez, and Fairbanks describe the confusion and conflict over whether reading should be defined as a process, product, or discipline. Certainly these different views affect the perception of how students learn and how they should be taught.

The lack of success of many college reading and study strategy courses is also at issue. Some states are currently mandating that these courses be removed from 4-year public institutions and that students with weaker skills be sent to community colleges. Their rationale comes from studies like Adelman (1996) research for the National Center for Educational Statistics. In a 10-year longitudinal study of high school students, Adelman concluded that 4-year colleges are not very efficient in helping students with the . . .

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