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A Contextualized Intervention for Community College Developmental Reading and Writing Students

Dolores Perin; Rachel Julia Hare Bork; Stephen T. Peverly; Linda H. Mason; Megan Vaselewski

Title:
A Contextualized Intervention for Community College Developmental Reading and Writing Students
Author(s):
Perin, Dolores
Bork, Rachel Julia Hare
Peverly, Stephen T.
Mason, Linda H.
Vaselewski, Megan
Date:
Type:
Working papers
Department:
Community College Research Center
Permanent URL:
Series:
CCRC Working Paper
Part Number:
38
Notes:
http://ccrc.tc.columbia.edu/
Publisher:
Community College Research Center, Teachers College, Columbia University
Publisher Location:
New York
Abstract:
This paper provides evidence on the potential efficacy of an approach to helping students develop an important academic skill, written summarization. In two experiments, a contextualized intervention was administered to developmental reading and writing students in two community colleges. The intervention was a 10-week curricular supplement that emphasized written summarization, as well as vocabulary knowledge, question generation, reading comprehension, and persuasive writing. The findings of this study suggest that the intervention had utility for academically underprepared postsecondary students.
Subject(s):
Community college education
Item views:
309
Metadata:
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