Case Studies in Support of Multiple Criteria for Developmental Reading Placement

Abstract

Three incoming first-year community college students were advised into developmental reading courses because of low scores on the Nelson Denny Reading Test. While the developmental reading course was beneficial for two of the students, it was found to be an unnecessary course for the third student.

Additional information

Notes on contributors

Mary D. Shelor

Mary Shelor is a full-time faculty member of the Communications Department of the Desert Vista Campus of Pima Community College in Tucson, AZ. Her principal assignment involves teaching college reading and developmental reading courses. John M. Bradley is an Associate Professor of Language, Reading and Culture at the University of Arizona in Tucson, AZ. He is also Director of the CATS Literacy Laboratory.

John M. Bradley

Mary Shelor is a full-time faculty member of the Communications Department of the Desert Vista Campus of Pima Community College in Tucson, AZ. Her principal assignment involves teaching college reading and developmental reading courses. John M. Bradley is an Associate Professor of Language, Reading and Culture at the University of Arizona in Tucson, AZ. He is also Director of the CATS Literacy Laboratory.