Journal of College Reading and Learning articles from March 2005

Journal of College Reading and Learning archives from March 2005

The validity of using a content-specific reading comprehension test for college placement.
March 22, 2005... This study provides empirical evidence to support the validity of using a content-specific reading test for college placement decisions. A content-specific reading test presents passages exclusively from the subject area for which the placement...

African American college students' perceptions of their high school literacy preparation.
March 22, 2005... Upon entering college, some African American students experience difficulty with literacy tasks requiring text analysis, active problem solving, and critical thinking. Many of these difficulties can be traced to the high school as the source....

Parallel note-taking: a strategy for effective use of Webnotes.
March 22, 2005... Many instructors supply online lecture notes but little attention has been given to how students can make the best use of this resource. Based on observations of student difficulties with these notes, a strategy called parallel note-taking was...

Assessing academic support: the effects of tutoring on student learning outcomes.
March 22, 2005... This article describes the developments in the assessment journey of a tutoring academic support program in a community college. The goal of our study was to determine if the Learning Center was doing what it said it was doing and what it could...

Terms of endearment: words that define and guide developmental education.
March 22, 2005... Although the issue of redefining the developmental education profession has been a constant in its history, the urgency to reexamine it has never been greater. As practice advances and changes, so must the language to describe it. A...

Practical applications of the research on epistemological beliefs.(Theory to Practice)
March 22, 2005... Theories of epistemological beliefs focus on individuals' perceptions about what knowledge is and where knowledge comes from. These beliefs are part of, and may in fact direct, the cognitive processes involved in learning (Kitchener & King,...