Pub Date : 2022-03-08DOI: 10.1080/10790195.2022.2033648
Kendall Hairston-Dotson, Sara Incera
ABSTRACT The goal of the present investigation is to determine how undergraduate students think about critical reading. We asked 249 students to rate the usefulness of several critical reading skills, how often those skills are taught, and whether they practice those skills when working on their assignments. We found that students consider more complex reading skills (e.g., Applying) as more useful than simpler reading skills (e.g., Skimming). Moreover, complex skills were taught more often in their classes. However, students report practicing Skimming more often than Applying. These findings indicate that knowing what is most useful for learning does not translate into actually practicing those skills when working on assignments. Educators need to help students transition from knowing what they need to do to actually doing it.
{"title":"Critical Reading: What Do Students Actually Do?","authors":"Kendall Hairston-Dotson, Sara Incera","doi":"10.1080/10790195.2022.2033648","DOIUrl":"https://doi.org/10.1080/10790195.2022.2033648","url":null,"abstract":"ABSTRACT The goal of the present investigation is to determine how undergraduate students think about critical reading. We asked 249 students to rate the usefulness of several critical reading skills, how often those skills are taught, and whether they practice those skills when working on their assignments. We found that students consider more complex reading skills (e.g., Applying) as more useful than simpler reading skills (e.g., Skimming). Moreover, complex skills were taught more often in their classes. However, students report practicing Skimming more often than Applying. These findings indicate that knowing what is most useful for learning does not translate into actually practicing those skills when working on assignments. Educators need to help students transition from knowing what they need to do to actually doing it.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"113 - 129"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43369002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.1080/10790195.2022.2033647
Tara M. L. Rowe
ABSTRACT The number of students with autism spectrum disorders (ASD) attending institutions of higher education continues to increase while typical accommodations provided by campus disability service offices often remain unchanged. Based on the unique characteristics associated with ASD, the need for supports and “soft accommodations” continues to rise at an alarming rate. The purpose of this paper is to describe how one program used peer mentoring as an intervention to increase student success for university students with ASD. With these identified areas of need, Transition to Healthiness, Resourcefulness, Independence, Vocation, and Education (THRIVE) was created in early 2012 to provide supplemental supports, including mentoring, for degree-seeking students with ASD attending a 4-year university. Specific strategies such as peer mentoring, mentor selection, and mentor training are discussed. Data results for 18 First Time In College (FTIC) new participants in the THRIVE program during the 2018–2019 year indicated increased student GPAs from 1st semester to 1st year with an average GPA of 3.36 after one year (Fall + Spring + Summer semesters). Additional results include reported positive social interactions and high levels of student engagement with peer mentors. One major finding of the data analysis includes identification of peer mentoring as an effective resource for university students with ASD. Development of similar mentor programs in higher education are discussed.
{"title":"Mentoring University Students with ASD on Campus: A Supplemental Program Model","authors":"Tara M. L. Rowe","doi":"10.1080/10790195.2022.2033647","DOIUrl":"https://doi.org/10.1080/10790195.2022.2033647","url":null,"abstract":"ABSTRACT The number of students with autism spectrum disorders (ASD) attending institutions of higher education continues to increase while typical accommodations provided by campus disability service offices often remain unchanged. Based on the unique characteristics associated with ASD, the need for supports and “soft accommodations” continues to rise at an alarming rate. The purpose of this paper is to describe how one program used peer mentoring as an intervention to increase student success for university students with ASD. With these identified areas of need, Transition to Healthiness, Resourcefulness, Independence, Vocation, and Education (THRIVE) was created in early 2012 to provide supplemental supports, including mentoring, for degree-seeking students with ASD attending a 4-year university. Specific strategies such as peer mentoring, mentor selection, and mentor training are discussed. Data results for 18 First Time In College (FTIC) new participants in the THRIVE program during the 2018–2019 year indicated increased student GPAs from 1st semester to 1st year with an average GPA of 3.36 after one year (Fall + Spring + Summer semesters). Additional results include reported positive social interactions and high levels of student engagement with peer mentors. One major finding of the data analysis includes identification of peer mentoring as an effective resource for university students with ASD. Development of similar mentor programs in higher education are discussed.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"97 - 112"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43559543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.1080/10790195.2022.2033646
D. Follmer, Melissa Patchan, Robin Spitznogle
ABSTRACT Planning for and evaluating study behaviors are key regulatory skills that present considerable challenge for college learners. This study examined the utility of a targeted intervention tool intended to promote college learners’ study time calibration. Through implementation of a weekly, reflective activity, we examined improvement in learners’ study time calibration over time as well as the contributions of students’ initial study time calibration to their end-of-course study time calibration, course performance, and self-regulated learning skills. Students’ study time calibration scores improved across the college success strategies course. Students’ mid-course study time calibration predicted their end-of-course study time calibration and course performance. Students’ end-of-course study time calibration also predicted their reported goal-setting skills after controlling for their prior regulatory skills. Recommendations for future research and practice are described.
{"title":"Supporting College Learners’ Study Time Calibration: Relations to Course Achievement and Self-Regulated Learning Skills","authors":"D. Follmer, Melissa Patchan, Robin Spitznogle","doi":"10.1080/10790195.2022.2033646","DOIUrl":"https://doi.org/10.1080/10790195.2022.2033646","url":null,"abstract":"ABSTRACT Planning for and evaluating study behaviors are key regulatory skills that present considerable challenge for college learners. This study examined the utility of a targeted intervention tool intended to promote college learners’ study time calibration. Through implementation of a weekly, reflective activity, we examined improvement in learners’ study time calibration over time as well as the contributions of students’ initial study time calibration to their end-of-course study time calibration, course performance, and self-regulated learning skills. Students’ study time calibration scores improved across the college success strategies course. Students’ mid-course study time calibration predicted their end-of-course study time calibration and course performance. Students’ end-of-course study time calibration also predicted their reported goal-setting skills after controlling for their prior regulatory skills. Recommendations for future research and practice are described.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"75 - 96"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44093840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/10790195.2022.2033527
S. Felber, Deena Vaughn, M. Carson
We are excited to present this year’s first issue of the Journal of College Reading and Learning, which contains four articles covering a broad range of issues of interest to JCRL readers. We hope they will all provide new perspectives, insights, and inspiration for your practice. In the first article of this issue, “Tutoring in Higher Education during COVID-19: Lessons from a Private University’s Transition to Remote Learning,” John Van Maaren, Magdalene Jensen and Anna Foster discuss the impact of Covid-19 on curricular aspects of student learning. Specifically, the authors seek to discover the efficacy of remote tutoring programs to mitigate the adverse effects of online learning. Using one private institution of higher learning as the backdrop for this study, the authors describe how a three-format peer tutoring service switched from in-person to remote as part of the University’s response to the COVID-19 pandemic. Just like faculty, peer tutors had to adjust their approaches to fit the Zoom environment. Except for one technology barrier specific to math, the authors were encouraged by the results. While they realize the study was done on a small scale, the authors are hopeful that future studies related to remote teaching and learning will include a focus on training opportunities that could help overcome the challenges of this learning environment. Then, in “Inquiry-Based Learning in the Context of aCommon Read Program Encourages Desired Learning Outcomes in First-Year Writing Courses,” authors Leah M.Van Vaerenewyck, Sara Clark, and Alison Pasinella discuss ideas for integrating an institution’s common read text into first-year writing courses. They share their experience of using inquiry-based assignments to help students achieve learning outcomes for common read programs as well as Writing Program Administrators’ outcomes for first-year writing. They found their approach to be successful and encourage institutional support for faculty attempting to coordinate common read goals with existing course goals. Alongside our three feature articles, we are please to share a forum article, “Dyslexia Fonts: What Postsecondary Instructors Need to Know.” In this article, author Omer Ari seeks to shatter some myths by providing insight that might lead to meaningful support for a specific segment of the student population. Ari dispels the notion surrounding the idea that dyslexia fonts will aid student learning, offers specifics about the true effects of dyslexia on students in secondary and post-secondary education, and provides evidence-based guidance for teaching college students with dyslexia. The author hopes that enlightened educators will reject faddish solutions and opt for approaches that better align with student needs. JOURNAL OF COLLEGE READING AND LEARNING 2022, VOL. 52, NO. 1, 1–2 https://doi.org/10.1080/10790195.2022.2033527
我们很高兴推出今年的第一期《大学阅读与学习杂志》，其中包含四篇文章，涵盖了JCRL读者感兴趣的广泛问题。我们希望他们都能为您的实践提供新的视角、见解和灵感。在本期的第一篇文章《新冠肺炎期间的高等教育辅导：私立大学向远程学习过渡的经验教训》中，John Van Maaren、Magdalene Jensen和Anna Foster讨论了新冠肺炎对学生学习课程方面的影响。具体而言，作者试图发现远程辅导计划减轻在线学习不利影响的有效性。作者以一所私立高等学校为背景，描述了作为大学应对新冠肺炎疫情的一部分，三种形式的同伴辅导服务是如何从住院转为远程的。就像教员一样，同行导师必须调整他们的方法以适应Zoom环境。除了一个特定于数学的技术障碍外，作者对研究结果感到鼓舞。虽然他们意识到这项研究是在小规模上进行的，但作者们希望，未来与远程教学相关的研究将重点关注有助于克服这种学习环境挑战的培训机会。然后，作者Leah M.Van Vaerenewyck、Sara Clark和Alison Pasinella在《共同阅读计划背景下的探究式学习鼓励一年级写作课程的预期学习成果》一书中讨论了将机构的共同阅读文本整合到一年级写作课程中的想法。他们分享了使用基于探究的作业帮助学生实现普通阅读项目的学习成果以及写作项目管理员在一年级写作中的成果的经验。他们发现自己的方法是成功的，并鼓励机构支持试图将共同阅读目标与现有课程目标相协调的教师。除了我们的三篇专题文章外，我们还请分享一篇论坛文章，“阅读障碍字体：中学后教师需要知道什么”。在这篇文章中，作者Omer Ari试图通过提供可能为特定学生群体提供有意义支持的见解来打破一些神话。Ari驳斥了阅读障碍字体将有助于学生学习的观点，详细介绍了阅读障碍对中学和中学后教育学生的真实影响，并为教授患有阅读障碍的大学生提供了循证指导。作者希望开明的教育工作者拒绝流行的解决方案，选择更符合学生需求的方法。《大学阅读与学习杂志2022》，第52卷，第1期，第1-2页https://doi.org/10.1080/10790195.2022.2033527
{"title":"A Note from the Editors","authors":"S. Felber, Deena Vaughn, M. Carson","doi":"10.1080/10790195.2022.2033527","DOIUrl":"https://doi.org/10.1080/10790195.2022.2033527","url":null,"abstract":"We are excited to present this year’s first issue of the Journal of College Reading and Learning, which contains four articles covering a broad range of issues of interest to JCRL readers. We hope they will all provide new perspectives, insights, and inspiration for your practice. In the first article of this issue, “Tutoring in Higher Education during COVID-19: Lessons from a Private University’s Transition to Remote Learning,” John Van Maaren, Magdalene Jensen and Anna Foster discuss the impact of Covid-19 on curricular aspects of student learning. Specifically, the authors seek to discover the efficacy of remote tutoring programs to mitigate the adverse effects of online learning. Using one private institution of higher learning as the backdrop for this study, the authors describe how a three-format peer tutoring service switched from in-person to remote as part of the University’s response to the COVID-19 pandemic. Just like faculty, peer tutors had to adjust their approaches to fit the Zoom environment. Except for one technology barrier specific to math, the authors were encouraged by the results. While they realize the study was done on a small scale, the authors are hopeful that future studies related to remote teaching and learning will include a focus on training opportunities that could help overcome the challenges of this learning environment. Then, in “Inquiry-Based Learning in the Context of aCommon Read Program Encourages Desired Learning Outcomes in First-Year Writing Courses,” authors Leah M.Van Vaerenewyck, Sara Clark, and Alison Pasinella discuss ideas for integrating an institution’s common read text into first-year writing courses. They share their experience of using inquiry-based assignments to help students achieve learning outcomes for common read programs as well as Writing Program Administrators’ outcomes for first-year writing. They found their approach to be successful and encourage institutional support for faculty attempting to coordinate common read goals with existing course goals. Alongside our three feature articles, we are please to share a forum article, “Dyslexia Fonts: What Postsecondary Instructors Need to Know.” In this article, author Omer Ari seeks to shatter some myths by providing insight that might lead to meaningful support for a specific segment of the student population. Ari dispels the notion surrounding the idea that dyslexia fonts will aid student learning, offers specifics about the true effects of dyslexia on students in secondary and post-secondary education, and provides evidence-based guidance for teaching college students with dyslexia. The author hopes that enlightened educators will reject faddish solutions and opt for approaches that better align with student needs. JOURNAL OF COLLEGE READING AND LEARNING 2022, VOL. 52, NO. 1, 1–2 https://doi.org/10.1080/10790195.2022.2033527","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46813744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/10790195.2022.2021771
Christian Tarchi, Ruth Villalón
ABSTRACT The present study analyzed the efficacy of a brief intervention aimed at scaffolding readers’ “recursivity” (i.e., going back to the texts) while reading multiple texts and writing an argumentative essay. The participants were 151 university students, randomly assigned to two conditions: experimental (Recursivity-induced, RI) and active control (AC). We collected data about participants’ thinking dispositions, perceived prior knowledge and perceived level of instruction in argumentative writing received, and prior beliefs. Then, students were assigned two texts about the evaluation of teachers, one pro and one against. RI students were prompted to compare the argumentation of each text with their own prior beliefs, whereas AC students were asked to write a summary of each text. Immediately after reading the texts and performing the accompanying tasks, RI and AC students were asked to write an argumentative essay to express their opinion on the topic. Process data were collected through the software Kidlogger. Results confirmed that the brief intervention improves students’ analysis of the belief-inconsistent text, the overall argumentative quality of students’ essay, and valid inferences made in a recall task one month after. The process analysis suggested that the intervention increases recursivity in at least a certain number of RI participants.
{"title":"Fostering University Students’ Written Argumentation via Recursive Reading: A Randomized Controlled Trial","authors":"Christian Tarchi, Ruth Villalón","doi":"10.1080/10790195.2022.2021771","DOIUrl":"https://doi.org/10.1080/10790195.2022.2021771","url":null,"abstract":"ABSTRACT The present study analyzed the efficacy of a brief intervention aimed at scaffolding readers’ “recursivity” (i.e., going back to the texts) while reading multiple texts and writing an argumentative essay. The participants were 151 university students, randomly assigned to two conditions: experimental (Recursivity-induced, RI) and active control (AC). We collected data about participants’ thinking dispositions, perceived prior knowledge and perceived level of instruction in argumentative writing received, and prior beliefs. Then, students were assigned two texts about the evaluation of teachers, one pro and one against. RI students were prompted to compare the argumentation of each text with their own prior beliefs, whereas AC students were asked to write a summary of each text. Immediately after reading the texts and performing the accompanying tasks, RI and AC students were asked to write an argumentative essay to express their opinion on the topic. Process data were collected through the software Kidlogger. Results confirmed that the brief intervention improves students’ analysis of the belief-inconsistent text, the overall argumentative quality of students’ essay, and valid inferences made in a recall task one month after. The process analysis suggested that the intervention increases recursivity in at least a certain number of RI participants.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"42 - 63"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43375747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.1080/10790195.2021.2007175
John Van Maaren, Magdalene Jensen, Anna Foster
ABSTRACT The impact of the COVID-19 pandemic on curricular aspects of student learning is already widely studied. However, fewer data exist for its impact on the efficacy of remote academic support. This case study summarizes the findings from a remote tutoring experience questionnaire completed during the Fall 2020 semester by tutors and tutees at a private, R2 university in the United States of America. Our findings are cause for optimism. Technology and physical and emotional wellbeing did not present formidable barriers; tutoring continued to promote student social integration; and the quality of remote tutoring was comparable to that of in-person tutoring. Nevertheless, specific areas faced greater barriers, particularly academic support for math-related tutoring and freshman social integration.
{"title":"Tutoring in Higher Education during COVID-19: Lessons from a Private University’s Transition to Remote Learning","authors":"John Van Maaren, Magdalene Jensen, Anna Foster","doi":"10.1080/10790195.2021.2007175","DOIUrl":"https://doi.org/10.1080/10790195.2021.2007175","url":null,"abstract":"ABSTRACT The impact of the COVID-19 pandemic on curricular aspects of student learning is already widely studied. However, fewer data exist for its impact on the efficacy of remote academic support. This case study summarizes the findings from a remote tutoring experience questionnaire completed during the Fall 2020 semester by tutors and tutees at a private, R2 university in the United States of America. Our findings are cause for optimism. Technology and physical and emotional wellbeing did not present formidable barriers; tutoring continued to promote student social integration; and the quality of remote tutoring was comparable to that of in-person tutoring. Nevertheless, specific areas faced greater barriers, particularly academic support for math-related tutoring and freshman social integration.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"3 - 22"},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48073983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-16DOI: 10.1080/10790195.2021.1986430
Omer Ari
ABSTRACT Touted as a solution, dyslexia fonts have been growing in popularity during this era of increased political and state-wide attention to the reading and learning needs of students with dyslexia. This paper reviews the research literature on effectiveness of dyslexia fonts and offers evidence-based instructional recommendations for students with dyslexia.
{"title":"Dyslexia Fonts: What Postsecondary Instructors Need to Know","authors":"Omer Ari","doi":"10.1080/10790195.2021.1986430","DOIUrl":"https://doi.org/10.1080/10790195.2021.1986430","url":null,"abstract":"ABSTRACT Touted as a solution, dyslexia fonts have been growing in popularity during this era of increased political and state-wide attention to the reading and learning needs of students with dyslexia. This paper reviews the research literature on effectiveness of dyslexia fonts and offers evidence-based instructional recommendations for students with dyslexia.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"64 - 71"},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49485608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-21DOI: 10.1080/10790195.2021.1980452
Leah M. Van Vaerenewyck, Sara K. Clark, Alison Pasinella
ABSTRACT This action research case study on a Common Read Program (CRP) includes analysis of learning management system-mediated student writing and research writing connected to a Common Read selection in First-Year Writing courses. A priori codes drawn from the literature on desired learning goals and outcomes for CRPs and Writing Program Administrators (WPA) outcomes are applied to student writing with the purpose of investigating whether or not inquiry-based learning opportunities yield desired CRP curricular outcomes. Results address the paucity of empirically-supported pedagogical approaches to CRPs and illustrate examples of how to elicit desired outcomes through a set of inquiry-based assignments. Finally, the paper shares researcher reflections on needs connected to successful integration of Common Read selections.
{"title":"Inquiry-Based Learning in the Context of a Common Read Program Encourages Desired Learning Outcomes in First-Year Writing Courses","authors":"Leah M. Van Vaerenewyck, Sara K. Clark, Alison Pasinella","doi":"10.1080/10790195.2021.1980452","DOIUrl":"https://doi.org/10.1080/10790195.2021.1980452","url":null,"abstract":"ABSTRACT This action research case study on a Common Read Program (CRP) includes analysis of learning management system-mediated student writing and research writing connected to a Common Read selection in First-Year Writing courses. A priori codes drawn from the literature on desired learning goals and outcomes for CRPs and Writing Program Administrators (WPA) outcomes are applied to student writing with the purpose of investigating whether or not inquiry-based learning opportunities yield desired CRP curricular outcomes. Results address the paucity of empirically-supported pedagogical approaches to CRPs and illustrate examples of how to elicit desired outcomes through a set of inquiry-based assignments. Finally, the paper shares researcher reflections on needs connected to successful integration of Common Read selections.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"23 - 41"},"PeriodicalIF":0.0,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41882950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/10790195.2021.1977045
In 2020, the Journal of College Reading and Learning devoted all four issues of Volume 50 to the topic of “Linguistic and Cultural Diversity in Postsecondary Literacy and Learning.” At the time, the editors expressed a desire to encourage conversations and facilitate ongoing engagement with topics of linguistic and cultural diversity within the pages of JCRL, the membership of CRLA, and beyond. In Volume 50, JCRL published fifteen pieces, including four invited essays, covering a range of topics. In order to continue the conversation, the JCRL editors now invite contributions for a special issue to appear in Volume 52, responding to any of the pieces published in Volume 50. This could include, but is not limited to
{"title":"Linguistic and Cultural Diversity in Postsecondary Literacy and Learning: Continuing the Conversation (Call for Manuscripts)","authors":"","doi":"10.1080/10790195.2021.1977045","DOIUrl":"https://doi.org/10.1080/10790195.2021.1977045","url":null,"abstract":"In 2020, the Journal of College Reading and Learning devoted all four issues of Volume 50 to the topic of “Linguistic and Cultural Diversity in Postsecondary Literacy and Learning.” At the time, the editors expressed a desire to encourage conversations and facilitate ongoing engagement with topics of linguistic and cultural diversity within the pages of JCRL, the membership of CRLA, and beyond. In Volume 50, JCRL published fifteen pieces, including four invited essays, covering a range of topics. In order to continue the conversation, the JCRL editors now invite contributions for a special issue to appear in Volume 52, responding to any of the pieces published in Volume 50. This could include, but is not limited to","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"51 1","pages":"249 - 249"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44387301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/10790195.2021.1977046
A. Alwahbi
ABSTRACT The purpose of this case study was twofold. First, the study was conducted in order to understand the perspective of a post-secondary reader with autism spectrum disorder (ASD) on reading. In addition, factors that might influence the student’s perspective were investigated. The student and his teacher participated in the study. Interviews with the participants and classroom observations were the primary sources of data. The data analysis produced three core categories. The categories showed that the student loved and enjoyed reading books that he was interested in and that were easy. However, he would read difficult and uninteresting books because reading such books would provide him with a sense of accomplishment. Responsive instruction and familial support may be possible factors that influence his perspective. Implications and suggestions for future research are discussed in the study.
{"title":"Attitudes of a Post-secondary Student with ASD toward Reading","authors":"A. Alwahbi","doi":"10.1080/10790195.2021.1977046","DOIUrl":"https://doi.org/10.1080/10790195.2021.1977046","url":null,"abstract":"ABSTRACT The purpose of this case study was twofold. First, the study was conducted in order to understand the perspective of a post-secondary reader with autism spectrum disorder (ASD) on reading. In addition, factors that might influence the student’s perspective were investigated. The student and his teacher participated in the study. Interviews with the participants and classroom observations were the primary sources of data. The data analysis produced three core categories. The categories showed that the student loved and enjoyed reading books that he was interested in and that were easy. However, he would read difficult and uninteresting books because reading such books would provide him with a sense of accomplishment. Responsive instruction and familial support may be possible factors that influence his perspective. Implications and suggestions for future research are discussed in the study.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"51 1","pages":"291 - 302"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41542404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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