The following books are invaluable resources, both theoretical and practical,
for teaching developmental reading. They are available through the EKU library
collection or interlibrary loan.
Many of these articles are available full text, on-line through EBSCO Host.
Go to http://www.library.eku.edu/, then click on "find articles"
and follow the prompts. If you have any difficulties call the EKU library at
622-6594.
Achieve, Inc. (2007b). Closing the expectations gap. Retrieved August 28, 2007 from http://www.achieve.org/files/50-state-07-Final.pdf
ACT (2005). ACT Policy Alert: High schoolers not challenged with complex reading texts. Retrieved March 23, 2007 from the ACT web site at: http://www.act.org/path/policy/alert/reading.html
ACT (2007). Aligning postsecondary expectations and high school practice: The gap defined: Policy implications of the ACT National Curriculum Survey results 2005-2006. Retrieved July 2, 2007 from the ACT web site at: http://www.act.org/path/policy/pdf/NCSPolicyBrief.pdf
ACT (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Retrieved July 2, 2007 from the ACT web site at http://www.act.org/path/policy/pdf/reading_report.pdf
Biancarosa, G. & Snow, C. E. (2006). Reading next-- A vision for action and research in high school literacy: A report to the Carnegie Corporation of New York (2nd ed.). Washington D. C.: Alliance for Excellent Education.
Bohr, L. (1996). College and pre-college reading instruction: What are the real differences? The Learning Assistance Review, 1 (1), 14-28.
Bosley, L. (2008). "I Don't Teach Reading": Critical Reading Instruction in Composition Courses. Literacy Research and Instruction, 47 (10), 285-308.
Boylan, H., & Saxon, D.P. (2007). What Works in remediation: Lessons from 30 years of research. Boone, NC: National Center for Developmental Education. Retrieved April 14, 2007 from http://www.ncde.appstate.edu/reserve_reading/what_works.htm.
Casazza, M. E. (1999). Who are we and where did we come from? Journal
of Developmental Education, 23 (1), ________
Caverly, D. C. (1998). Techtalk: GAP, a reading strategy for multiple sources
22 (2), 38-39.
Chase, N.D., Gibson, S.U., & Carson, J.G. (1994). An examination of reading demands across four college courses. Journal of Developmental Education, 18(1), 10-16.
Colarusso, K. (1999). Using a faculty survey of college-level reading and writing requirements to revise developmental reading and writing objectives (Kellogg Institute Final Report). La Plata, MD: Charles County Community College. (ERIC Document Reproduction Service No. ED 448 823)
Francis, M. A. & Simpson, M. L. (2003). Using theory, our intuitions,
and a research study to enhance students' vocabulary knowledge. Journal
of Adolescent and Adult Literacy, 47 (1), 66-78.
Frazier, D. W. (1993). Transfer of college developmental reading students' textmarking strategies. Journal of Reading Behavior, 25 (1). 17-41.
Friend, R. (2000). Teaching summarization as a content area reading strategy.
Journal of Adolescent and Adult Literacy, 44(4), 320-334.
Gourgey, A. F. (2003). Teaching reading from a metacognitive perspective:
Theory and classroom experience. In N. A. Stahl (Ed.), Teaching developmental
reading: Historical, theoretical, and practical background readings (pp.
126-134). Boston: Bedford/St. Martin’s. (PDF file available: http://www.devedtraining/resources/faculty/teaching_reading.pdf)
Haas, C. (2001). Learning to read Biology: One student's rhetorical development in
college. In E. Cushman, E.R. Kintgen, B. M. Kroll, & M. Rose (Eds.) Literacy: A critical sourcebook (pp. 358-375). Boston: Bedford/St. Martin's
Harklau, L. (2001). From high school to college: Student perspectives on literacy practices. Journal of Literacy Research. 33(1), 33-70
Henrichs, M. L. (1989). Characteristics of highly proficient college freshman readers. Forum for Reading, 20 (2), 6-14.
Hiemstra, H. (2005). Under-prepared students in Kentucky: A first look at the 2001 mandatory placement policy. Kentucky Council on Post-Secondary Education.
Joliffe, D. A. & Harl, A. (2008). Texts of our institutional lives: Studying the "reading transition" from high school to college: What are our students reading and why? College English, 70 (6), 599-617.
Joliffe, D. (2007). Learning to read as continuing education. College Composition and Communication, 58, 470-495.
Kentucky Council on Postsecondary Education (2007b). Securing Kentucky's future: A plan for improving college readiness and success. The final report of the Kentucky Developmental Education Task Force. Retrieved March 15, 2007 from http://www.cpe.ky.gov/committees/develop_ed/.
Kentucky Council on Postsecondary Education (2006b.). Developmental education update: The preparation of students entering Kentucky's public colleges and universities in 2002 and 2004. Retrieved July 2, 2007 from:
http://cpe.ky.gov/NR/rdonlyres/E51AB99E-0D2A-4096-94E3-B2CB99134C21/0/DevelopmentalEducationUpdate20061005.pdf
Kentucky Council on Postsecondary Education (2007d). Double the numbers: Kentucky's plan to increase college graduates. Retrieved October 30, 2007 from http://cpe.ky.gov/NR/rdonlyres/A6C88AC4-3940-43D4-9E7D-81D81E8AAF9B/0/DoubletheNumbersPlanFINALOct17.pdf
Kentucky Council on Postsecondary Education (2006c.). Memo of record: Developmental Education Task Force. August 8, 2006.
Kentucky Council on Postsecondary Education (2004). Statewide Public Postsecondary Placement Policy. November 8, 2004.
Kentucky Council on Postsecondary Education (2005) The American Diploma Project: Defining postsecondary expectations for reading and writing in Kentucky. Retrieved April 12, 2007 from: http://cpe.ky.gov/NR/rdonlyres/9CB98853-B2CE-4A45-BB23-1A5A0E3668AA/0/ADPDefiningReading_20050415.pdf
Kirst, M. (2004). The high school/college disconnect. Educational Leadership 62 (3), 51-55.
Kirst, M. W. & Braco, K. R. (2004). Bridging the great divide: How the K-12 and post-secondary split hurts students and what can be done about it. In M. W. Kirst & A. Venezia (Eds.) High school to college: Improving opportunities for success in post-secondary education (PP 1-30). San Francisco: Jossey-Bass.
Lesley, M. (2004). Refugees from reading: Students' perceptions of
"remedial" literacy pedagogy. Reading Research and Instruction,
44 (1), 62-85.
Linderholm, T. (2006). Reading with purpose. Journal of College Reading and Learning, 36 (2), 69-80.
Martino, N. L. & Hoffman, P. R. (2002). An investigation of reading and language abilities of college freshmen. Journal of Research in Reading, 25 (3), 310-318.
Martino, N.L., Norris, J.A. & Hoffman, P.R. (2001). Reading comprehension instruction: Effects of two types. Journal of Developmental Education, 25(1), 2-4, 6, 8, 10, 12.
Moss, B. & Bordelon, S. (2007). Preparing students for college-level reading and writing: Implementing a rhetoric and writing class in the senior year. Reading Research and Instruction, 46 (3), 197-221.
Mraz, M., Rickelman, R., & Vacca, R. (2009). Content area reading: Past, present and future. In K. Wood and W. Blanton (eds.) Literacy instruction for adolescents. New York: The Guilford Press, 77-91.
Nist, S. L., & Hogrebe, M. C. (1987). The role of underlining and annotating in remembering textual information. Reading Research and Instruction, 27, 12-25
National Institute for Literacy (2007). What content-area teachers should know about adolescent literacy. http://www.nifl.gov/nif1/publications/adolescent_literacy07.pdf.
Nist, S. L. & Holschuh, J. L. (2000). Comprehension strategies at the
college level. In R. F. Flippo & D. C. Caverly (Eds.), Handbook of
college reading and study strategy Research (pp. 75-104). Mahwah, NJ:
Lawrence Erlbaum & Associates.
Nist, S., Sharman, S., & Holschuh, J. (1996). The effects of rereading, self-selected strategy use, and rehearsal on the immediate and delayed understanding of text. Reading Psychology: An International Quarterly, 17, 137-157.
Orlando, V. P., Caverly, D. C., Swetnam, L. A. & Flippo, R. F (1989). Text demands in college classes. An investigation. Forum for Reading 21 (1), 43-48.
Phillips, L. (2001). Developmental reading students and the college experience. Research and Teaching in Developmental Education, 17, 2, 15-26.
Phipps, R. A. (1998). College remediation: What is it? What it costs. What's at stake. Institute of Higher Education Policy.
Pressley, M. (2002). Comprehension strategy instruction: A turn of the century status report. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (11-27). New York: Guilford Press. s: An investigation. Forum for Reading 21 (1), 43-48.
School and college: A special report from the Chronicle of Higher Education (2006). Chronicle of Higher Education, LII (27), 1-56.
Simpson, M. L., & Nist, S. L. (2002). Encouraging active reading at the college level. In C. Block & M. Pressley (Eds.), Comprehension Instruction: Research-based Best Practices (365-379). New York: Guilford Press.
Simpson, M. L., & Nist, S. L. (2000). An update on strategic learning:
It's more than textbook reading strategies. Journal of Adolescent
and Adult Literacy, 43(6), 528-541.
Simpson, M. L., Stahl, N. A., & Francis, M. A. (2004). Reading and learning
strategies: Recommendations for the 21st century. Journal of Developmental
Education, 28 (20). 2-15.
Smittle, P. (2003). Principles for effective teaching in developmental education.
Journal of Developmental Education, 26 (3), 10-16.
Snow, C. & Strucker, J. (2000). Lessons from preventing reading difficulties in young children for adult literacy and learning. In J. Comings, B. Garner, & C. Smith (Eds.) The annual review of adult learning and literacy: A project of the National Center for the Study of Adult Learning and Literacy (Vol. 1 pp. 25-73). San Francisco: Josey-Bass.
Stahl, N. A. (2006). Strategic reading and learning, theory to practice:
An interview with Michele Simpson and Sherrie Nist. Journal of Developmental
Education, 29 (3), 20-27.
Stahl, S. A., Hynd, C. R., Glynn, S., & Carr, M. (1995). Beyond reading to learn: Developing content and disciplinary knowledge through texts. In P. Afflerbach, L. Baker, & D. Reinking (Eds.) Developing engaged readers in home and school communities (pp. 139-163). Hillsdale, NJ: Erlbaum.
Sweeney, L. (2006). Ideas in Practice: Theoretical Bases for Using Movies in Developmental Coursework. Journal of Developmental Education, 29 (3).
Taraban, R., Kerr, M., & Rynearson, K. (2000). Metacognition and freshman academic performance. Journal of Developmental Education, 24 (1), 12-18.
Taraban, R., Rynearson, K. & Kerr, M. S. (2000). Metacognition and freshman
academic performance. Journal of Developmental Education. 24(1),
12-20.
Wambach, C. (1998). Reading and writing expectations at a research university.
Journal of Developmental Education, 22(2), 22-26.
Warburton, E. C., Bugarin, R., & Nunez, A. M. (2001). Bridging the gap: Academic preparation and postsecondary success of first generation students. (Executive summary) (No. NCES 2001-153). Washington, DC: U. S. Department of Education.
Williams, B. T. (2006). Home and away: The tensions of community, literacy
and identity. Journal of Adolescent and Adult Literacy, 49 (4), 342-347.
Wolf, A. A. (2005). Using discussion groups and engagement strategies to
support reading comprehension. NADE Digest, 1 (1), 27-30.
Zitzer-Comfort, C., Alexander, P., Rogers, S., Quirk, M. (2006, October). Bridging the 12-13 reading and writing gap. Paper presented at the meeting of the College Reading Association, Pittsburg, PA.
August 2009
