Academic journal article Journal of College Reading and Learning

Note from the Editorial Team

Academic journal article Journal of College Reading and Learning

Note from the Editorial Team

Article excerpt

Issues of college preparedness are in the public eye as never before. The various ways in which colleges support students' proficiencies in reading, writing, and math-core areas of developmental education-are enjoying considerable attention. And such attention plays an important role for us as a field, as it can reveal ways that the field is viewed by those less familiar with our traditions and purposes. One such area that has been focused on includes research, particularly the need for an expansion of research efforts within the field. The Journal of College Reading and Learning editorial team values greatly both the research that has already been undertaken in the field as well as calls from within the field for more research. JCRL is one of the field's primary outlets for those research efforts, valuing research methodologies from a wide variety of paradigms that include qualitative, quantitative, and mixed-method research. With its unique perspective of being a research journal that is firmly grounded in traditions of teaching and professional development, JCRL is dedicated to disseminating scholarly inquiry that is both rigorous and immediately useful from a classroom perspective. With all this in mind, we are pleased to introduce four feature articles in this issue of JCRL that focus on aspects of reading and learning in the postsecondary context.

The first article is "A Contextualized Curricular Supplement for Developmental Reading and Writing" by Dolores Perm, Rachel Hare Bork, Stephen T. Peverly, and Linda H. Mason. In this article, the authors describe the Content Comprehension Strategy Intervention (CCSI), a curricular supplement designed to provide contextualized practice using science text in developmental reading and writing courses. The article reports on two quasi-experimental studies investigating outcomes using the CCSI and using the standard curriculum without the contextualization piece, and closes with next steps and implications for integrating contextualized instruction in developmental education courses. …

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