Perin Dolores author Teachers College. Health and Behavior Studies Bork Rachel Julia Hare author Teachers College. Institute on Education and the Economy Teachers College. Politics and Education Peverly Stephen T. author Teachers College. Health and Behavior Studies Mason Linda H. author Vaselewski Megan author Teachers College. Community College Research Center originator text Working papers New York Community College Research Center, Teachers College, Columbia University 2012 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. http://ccrc.tc.columbia.edu/ Community college education 38 http://hdl.handle.net/10022/AC:P:12666 English NNC NNC 2012-02-22 15:26:02 -0500 2012-05-04 16:32:47 -0400 6671 eng