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Download full textMcGee, Barrie – Journal of College Academic Support Programs, 2021
As an instructor of the developmental reading and writing course at Texas State University, Barrie McGee is required per state mandate to design a course as an accelerated version of an integrated reading and writing (IRW) course. Furthermore, she is uniquely positioned as a student enrolled in the program in developmental education to access…
Descriptors: Developmental Studies Programs, Remedial Reading, Remedial Programs, Reading Instruction
Boatman, Angela; Long, Bridget Terry – National Center for Postsecondary Research, 2011
This Brief summarizes a study that addresses the impact of remedial and developmental courses on students with a range of levels of preparedness. Using longitudinal data from Tennessee, the authors estimate the effects of placement into varying levels of mathematics, reading, and writing courses for students attending public two- and four-year…
Descriptors: Public Colleges, Academic Achievement, Developmental Studies Programs, Credits
Boatman, Angela; Long, Bridget Terry – National Center for Postsecondary Research, 2010
Each year, thousands of American students enter postsecondary institutions unprepared for college-level work and are subsequently placed in remedial or developmental courses. Several recent studies have examined the impact of these courses on student outcomes, but such studies focus exclusively on students who need just one or two classes; the…
Descriptors: Grade Point Average, Academic Achievement, Developmental Studies Programs, Credits
Creech, Joseph D. – 1997
This report examines the need for and status of remedial education at colleges in the 15 member states of the Southern Regional Education Board (SREB). It notes that too many (one of every three) entering college students currently take at least one remedial course and suggests that this number could be reduced if high school students planning to…
Descriptors: Academic Achievement, Academic Standards, College Bound Students, College Entrance Examinations
Sheridan, E. Marcia – Improving College and University Teaching, 1982
An Indiana University at South Bend study examined the needs of nontraditional freshmen by determining difficulty levels of introductory course materials, identifying freshman reading and study skills levels, and providing coursework to increase retention. Results indicate that reading and study skills programs are essential. (MSE)
Descriptors: Admission Criteria, Basic Skills, College Freshmen, Developmental Studies Programs
City Univ. of New York, NY. Instructional Resource Center. – 1988
Papers presented at the City University of New York's English-as-a-Second-Language (ESL) Council conference on maximizing the chances for success of limited-English-proficient college students include the following: "Thresholds, Alienation, and Syntax" (Geoffrey Summerfield); "Storytelling: Starting with the Familiar" (A. Duku…
Descriptors: Alienation, Classroom Techniques, College Bound Students, Developmental Studies Programs
