Re-Claiming, Re-Inventing, and Re-Reforming a Field: The Future of College Reading

Abstract

At present, there is much discussion regarding the future of reading instruction at the postsecondary level. In order to contemplate the future of the field of college reading, however, we must first consider the field’s history, and particularly the last several decades. The purpose of this manuscript is to explore both the external and internal catalysts over the most recent decades that have led to what we call “the fall of the field of college reading.” After discussing “the fall,” we move on to anticipate the future of college reading by providing a solutions-oriented discussion that explores possibilities to re-claim, re-invent, and re-reform a once-vital and still very much-needed field.

KEYWORDS:

• college reading
• developmental reading
• history of the college reading field

Additional information

Notes on contributors

Norman A. Stahl

Norman A. Stahl is Professor Emeritus of Literacy Education at Northern Illinois University with earlier service at Georgia State University, the University of Pittsburgh, and San Francisco State University. His PhD in Language Communications was awarded by the University of Pittsburgh. He has been the President of the Literacy Research Association, the Association of Literacy Educators and Researchers, and the College Reading and Learning Association. He is a CLADEA National Fellow and a member of the Reading Hall of Fame.

Sonya L. Armstrong

Sonya L. Armstrong is an Associate Professor in the Graduate Program in Developmental Education at Texas State University, where she also serves as the director of the Doctoral Program. She earned her doctorate in literacy education from the University of Cincinnati.