Comprehension

Holschuh, Jodi Patrick; Lampi, Jodi P.

doi:10.4324/9781315629810-10

Cited by 7 publications

(4 citation statements)

References 1 publication

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“…In addition, despite the plethora of devices that exist (e.g., Bailey, ; Caverly et al., ; Davis & Clark, ; Simpson, ; Stahl et al., ), not much empirical research demonstrating the power or impact of such device‐based strategy instruction has been done, particularly recently and with contemporary college literacy practices (see, e.g., calls for further empirical research in Holschuh & Lampi, ; Mulcahy‐Ernt & Caverly, ). Such work could not only help practitioners sift through the numerous options but also could ultimately inform the how and why of strategy instruction toward improving its impact.…”

Section: Discussionmentioning

confidence: 99%

The Continued Need for Strategy Investigations: College Readers’ Use of PILLAR

Theriault¹,

Matich²,

Lampi³

et al. 2018

J Adolescent & Adult Lit

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The authors report on a think‐aloud study of college students placed into developmental reading courses as they learned and implemented a new strategy device. The purpose was to investigate the device's potential utility for students, especially given the current practical trends in the field to move away from strategy instruction. Findings suggest that while reading textbook chapters in biology and history, the participants drew on existing text knowledge, awareness of disciplinary text differences, and awareness of metacognitive processes. The participants demonstrated that they were aware of their reliance on prior knowledge (of text structure and organization, of disciplinary differences, and of content knowledge) and also of gaps in their prior knowledge. This speaks to the need for empirical research on strategy devices, such as PILLAR, for new‐to‐college learners.

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Section: Discussionmentioning

confidence: 99%

The Continued Need for Strategy Investigations: College Readers’ Use of PILLAR

Theriault¹,

Matich²,

Lampi³

et al. 2018

J Adolescent & Adult Lit

Self Cite

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show abstract

“…Reading is an important aspect of the college curriculum but is difficult to observe and define. Reading involves invisible processes and includes multiple cognitive, metacognitive, affective, and sociocultural factors working together (Holschuh & Lampi, 2018; Pearson & Cervetti, 2015; Perin & Holschuh, 2019). Aspects such as readers' purpose and background knowledge, the social and cultural setting, and the nature of the text all affect how readers interact with texts (Smagorinsky, 2001; Street, 2013).…”

Section: Review Of Literaturementioning

confidence: 99%

College Students' Conceptualizations of Academic Reading: What Metaphors Suggest About the Important Role of Purpose in College Reading and Learning

Theriault¹

2022

J Adolescent & Adult Lit

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An important part of college learning is the ability to comprehend complex texts. Research indicates that epistemic beliefs—views about what knowledge is like and how people come to know—may guide readers' goals and behaviors. Metaphor is a tool for uncovering individual's beliefs. This article reports on a study examining 90 beginning university students' conceptualizations—broad‐based understandings and views—of academic reading through collecting metaphors and explanations. Through metaphor analysis, collective patterns of three themes emerged: consumption, obligation, and destination. Threaded across themes was the notion of compliance. Implications center on how college faculty who teach beginning college students might support students' learning in college through (re)examining intentionality of reading in their courses, providing purposeful, specific assignments to accompany reading, and using metaphors to communicate the purposes of reading. Findings from this study, overlayed with previous research, present a need to emphasize the purpose of academic reading tasks in college reading and learning.

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“…Reading is multidimensional, goal directed, and developmental (Alexander, 2005, 2012) and involves multiple cognitive, metacognitive, affective, and sociocultural factors working in concert (Holschuh & Lampi, 2018; Pearson & Cervetti, 2015). Layered within each of these factors are other multidimensional constructs.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Courses using a meaning-making approach focus on problem solving and critical thinking using real-world examples and text (Perin, 2018), which may help students succeed by increasing their strategic cognitive, metacognitive, and affective approaches to learning (Holschuh & Lampi, 2018; Simpson, Stahl, & Francis, 2004). Being able to use cognitive strategies such as analyzing and synthesizing text can enable students to further develop metacognitive approaches such as self-questioning, self-regulation, and self-monitoring (Alexander & Jetton, 2000; Holschuh & Lampi, 2018; Zimmerman, 1995). We will now discuss the various teaching approaches reported in the literature.…”

Section: Teaching Literacy To Underprepared Postsecondary Studentsmentioning

confidence: 99%

Teaching Academically Underprepared Postsecondary Students

Perin

Holschuh²

2019

Review of Research in Education

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Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.

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Comprehension

Cited by 7 publications

References 1 publication

The Continued Need for Strategy Investigations: College Readers’ Use of PILLAR

The Continued Need for Strategy Investigations: College Readers’ Use of PILLAR

College Students' Conceptualizations of Academic Reading: What Metaphors Suggest About the Important Role of Purpose in College Reading and Learning

Teaching Academically Underprepared Postsecondary Students

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