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Abstract
The purpose of this study was to explore the role literacy played in developmental reading students’ lives. As higher education is funded based on student performance, it is in all college stakeholders’ interest to help students, including developmental learners, succeed. Learning from developmental reading students has been proven to be advantageous in understanding their experiences and assisting with their academic success.
Using a descriptive multiple case-study design, data were collected from 16 developmental reading students through literacy tracking and two semi-structured interviews. Five participants’ data were further explored through a cross-case analysis. The study found developmental reading students appreciated and valued reading, though not always in ways academia would require. The results of this study have important curricular implications for developmental reading education.
Additional information
Notes on contributors
Linda N. Remark
Linda N. Remark, PhD, is an Assistant Professor at Stark State College in North Canton, Ohio in the Reading Department. She obtained her PhD in Curriculum and Instruction with an emphasis in Literacy from Kent State University. Her research interests include the reading and writing of academically underprepared students, and reading difficulties in adults.