Year: 2017
Type: article
Abstract: The purpose of this study was to explore developmental reading students' abilities and attitudes in reading, as well as the role literacy played in their lives.As higher education is funded based on student performance, it is in all college stakeholders' interest to help all students, including developmental learners, succeed.Learning from developmental reading students has been proven to be advantageous in understanding their experiences and assisting with their academic success.Using a descriptive multiple case-study design, data were collected from 16 developmental reading students through two questionnaires, two reading assessments, literacy tracking, and two semi-structured interviews.Five participants' data were further explored through a case and cross-case analysis.The study found developmental reading students were open to improving their reading abilities and viewed the developmental course as a medium through which to do this.They also appreciated and valued reading, though not always in ways academia would require.Finally, developmental readers were not always able to accurately identify their reading needs and did not view literacy as a social or cultural experience.The results of this study have important curricular implications for developmental students, educators, and their institutions.Instructors should provide meaningful
Author: Linda N. Remark
Institution: Kent State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2761075502