As part of a study (Armstrong, Stahl, & Kantner, 2015a, 2015b, 2016) of curricular alignment between developmental reading (DR) and introductory-level general education (GE) at one community college, we asked faculty participants about the DR coursework at their own institution. Throughout data analysis, we became interested in how non-DR…

Retrospective reports gathered from developmental education students as part of a learning assessment revealed the use of several strategies for writing a summary based on a text. Participants were selected for the study based on the richness and variety of their verbal descriptions of task performance in structured, individualized interviews.…

This qualitative research study was aimed at examining the experiences and perceptions of students at a four-year college in New York City who were enrolled in an integrated reading and writing course designed to help students connect the literacy skills learned in the course to other contexts. Focusing on three students enrolled in the course,…

This case study explores the impact of metacognitive reading strategies on the ability of five college students in developmental courses to self-regulate while reading. Instruction in reading strategies derived from past research on metacognition was scaffolded, based on Pearson and Gallagher's (1983) model of gradual release of responsibility.…

Presents a report of 21 developmental college students speaking out about their success or failure in college. Discusses students' explanations of why they feel they were either successful or unsuccessful in obtaining high grades and/or honors in their pursuit of a higher degree. (SC)

Interviews nine college developmental reading students regarding reading and metacognition, study skills, notetaking, motivation and attitudes, and family literacy history. Finds students had weak reading, study, and notetaking skills although they got fairly good grades. Reveals numerous differences between quantitative and qualitative results.…