Describes a study of the effectiveness of the Scholastic Aptitude Test (SAT), high school graduation class percentile, and the Wechsler Adult Intelligence Scale (WAIS), as predictors of short- and long-term academic achievement among a sample of 58 high-risk college freshmen who participated in 1-year special studies program. (PAA)

Reviews studies on the whole-language approach of pairing reading and writing courses to enhance the learning in both. Describes a study of 154 students enrolled in basic writing. Results suggest that simultaneous enrollment in a reading class will not significantly influence ability to pass basic writing. (PAA)

California State University's Summer Bridge program, a preenrollment course for underprepared freshmen that focuses on improving basic skills and familiarizing students with the university environment, has been successful in increasing first- and second-year retention rates for its first three student cohorts. (Author/MSE)

This study examined whether computer-assisted instruction (CAI), compared to conventional instruction, would improve the teaching of grammar and writing to college students studying developmental communication. A quasi-experimental pretest/posttest evaluation indicated students receiving CAI enjoyed a substantial advantage in the presence of a…

Studies student response to a developmental reading strategies course, in which students learned specific reading and study strategies with each chapter. Student questionnaires and follow-up phone calls indicated that students did use some of the strategies taught, but only the most basic. (AS)

Reports on a survey administered to faculty at the University of Minnesota regarding the reading and writing assignments and pedagogy employed in courses. States that results were used to make changes in the content of the developmental curriculum and strategies used to teach courses. Contains 11 references. (VWC)

Describes a study that explores the relationship between affective variables and mathematics achievement among high-risk students enrolled in developmental-mathematics courses. Finds that time taken from traditional instruction in college algebra to encourage persistence and problem-solving skills enhances spatial visualization, promotes…

Studies differences between learning-disabilities (LD) programs at five Midwest colleges and universities to determine differences between programs at community colleges and four-year institutions, levels of satisfaction with LD programming, and services most important to students. Reveals that the types of LD services offered among institutions…

Describes the ASSET, a student success system for two-year institutions designed for student advising, placement, and retention. The American College Testing (ACT) Program's Underprepared Student Follow-up Report (UPSFUR) indicated a successful completion rate for developmental courses. States that UPSFUR can be used to determine placement program…

Examines the effects of course-based reading strategy training--student application of reading strategies to their own college readings--on developmental college learners' reading comprehension skills. Explains that this study gave one group of students learning strategies instruction and gave no such instructions to a control group. Reports…

Reports that students entering an urban state college still had high remedial placement rates even though they successfully completed college preparatory math and English courses in high school. Discusses the "chain of blame" and concerns regarding the rigor of high school programs. (Contains 45 references.) (AUTH/NB)

Describes the experience of one developmental reading class instructor in using articles from current event publications to foster problem solving, synthesis and analysis, and perspective-taking. Discusses the assignments given to the students and the process used for evaluating student work. Includes a six-step demonstration of study strategies.…

Discusses a common misunderstanding demonstrated by many students in basic mathematics courses: not knowing how to properly "cancel" factors in simplifying mathematical equations. Asserts that "crossing-out" or "canceling" is not a valid mathematical operation, and that instructors should be wary about using these terms because of the ease with…

Identifies the most promising policies and practices for remedial and developmental education in postsecondary education based on research findings. Also reviews the research on developmental education outcomes and discusses policy issues in developmental education, such as whether the need for developmental education can be eliminated and who…

Describes psychometric issues associated with three different learning styles models (visual, auditory, and haptic), and the instruments designed to assess those models. Presents some background to the learning styles idea along with suggestions for utilizing this information with developmental students. The learning styles instruments discussed…