Communication Across the Silos and Borders: The Culture of Reading in a Community College

References

• Alexander, P. A. (2005). The path to competence: A lifespan developmental perspective on reading. Retrieved from http://www.literacyresearchassociation.org/publications/ThePathToCompetence.pdf
   Google Scholar
• Armstrong, S. L., & Reynolds, R. M. (2011). An authentically simulated approach to disciplinary literacy instruction in a study strategies course. NADE Digest 5(2), 1–9.
   Google Scholar
• Armstrong, S. L., Stahl, N. A., & Kantner, M. J. (2015a). Investigating academic literacy expectations: A curriculum audit model for college text readiness. Journal of Developmental Education, 38(2), 2-4, 6, 8-9, 12-13, 23.
   Google Scholar
• Armstrong, S. L., Stahl, N. A., & Kantner, M. J. (2015b). What constitutes ‘college-ready’ for reading? An investigation of academic text readiness at one community college (Center for the Interdisciplinary Study of Language and Literacy [CISLL] Technical Report No. 1). Retrieved from the CISLL website: http://www.niu.edu/cisll/_pdf/reports/TechnicalReport1.pdf
   Google Scholar
• Armstrong, S. L., Stahl, N. A., & Kantner, M. J. (2016). Building better bridges: Understanding academic text readiness at one community college. Community College Journal of Research and Practice, 40, 1–24.
   Web of Science ®Google Scholar
• Bartholomae, D. (1985). Inventing the university [Electronic version]. In M. Rose (Ed.), When a writer can’t write: Studies in writer’s block and other composing-process problems (pp. 11–28). New York, NY: Guilford Press. Retrieved March 8, 2004, from http://astro.temple.edu/~sparkss/bartholmaeinventing.htm
   Google Scholar
• Bartholomae, D., & Petrosky, A. (1986). Facts, artifacts and counterfacts: Theory and method for a reading and writing course. Portsmouth, NH: Boynton Cook.
   Google Scholar
• Boatman, A., & Long, B. T. (2010). Does remediation work for all students? How the effects of postsecondary remedial and developmental courses vary by level of academic preparation. National Center for Postsecondary Research Working Paper. New York, NY: National Center for Postsecondary Research.
   Google Scholar
• Brookfield, S. D. (2006). The skillful teacher. San Francisco, CA: Jossey Bass.
   Google Scholar
• Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10, 14–21. doi:10.3102/0013189X010002014
   Google Scholar
• Cole, L. (1940). The teacher’s handbook of technical vocabulary. Bloomington, IL: Public School Publishing.
   Google Scholar
• Conforti, P. A. (2013, May). What is college and career readiness? A summary of state definitions. New York, NY: Pearson Education. Retrieved from http://researchnetwork.pearson.com/wp-content/uploads/TMRS-RIN_Bulletin_22CRCDefinitions_051313.pdf
   Google Scholar
• Conley, D. T. (2012). A complete definition of college and career readiness. Retrieved from Educational Policy Improvement Center (EPIC) website http://www.epiconline.org/publications/documents/CollegeandCareerReadinessDefinition.pdf
   Google Scholar
• Corbin, J., & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Cross, K. P. (1990). Teaching to improve learning. Journal on Excellence in College Teaching, 1, 9–22.
   Google Scholar
• Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York, NY: New Press.
   Google Scholar
• Edgecombe, N., Jaggars, S. S., Xu, D., & Barragan, M. (2014). Accelerating the integrated instruction of developmental reading and writing: An analysis of Chabot College’s developmental English pathway. New York, NY: Columbia University, Teachers College, Community College Research Center.
   Google Scholar
• Francis, M. A., & Simpson, M. L. (2009). Vocabulary development. In R. F. Flippo, & D. C. Caverly (Eds.), Handbook of college reading and study strategies research (2nd ed., pp. 97–120). New York, NY: Taylor and Francis.
   Google Scholar
• Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. London, UK: Taylor and Francis.
   Google Scholar
• Goen, S., & Gillotte-Tropp, H. (2003). Integrated reading and writing: A Response to the basic writing “crisis.” Journal of Basic Writing, 22(2), 90–113.
   Google Scholar
• Goen-Salter, S. (2008). Critiquing the need to eliminate remediation: Lessons from San Francisco State University. Journal of Basic Writing, 27(2), 81–105.
   Google Scholar
• Goudas, A. M., & Boylan, H. R. (2012). Addressing flawed research in developmental education. Journal of Developmental Education, 36(1), 2–13.
   Google Scholar
• Greenleaf, C. L., Litman, C., Hanson, T. L., Rosen, R., Boscardin, C. K., Herman, J., … Jones, B. (2011). Integrating literacy and science in biology: Teaching and learning impacts of reading apprenticeship professional development. American Educational Research Journal, 48(3), 647–717. doi:10.3102/0002831210384839
   Web of Science ®Google Scholar
• Haggard, M. R. (1986). The vocabulary self-collection strategy: Using student interest and world knowledge to enhance vocabulary growth. Journal of Reading, 29(7), 634–642.
   Google Scholar
• Hall, B. H. (1856). A collection of college words and customs (revised and enlarged). Cambridge, MA: John Bartlett.
   Google Scholar
• Hall, L. A. (2005). Teachers and content area reading: Attitudes, beliefs and change. Teaching and Teacher Education, 21(4), 403–414. doi:10.1016/j.tate.2005.01.009
   Web of Science ®Google Scholar
• Hern, K. (2011). Accelerated English at Chabot College: A synthesis of key findings. Hayward, CA: California Acceleration Project.
   Google Scholar
• Hern, K. (2012). Acceleration across California: Shorter pathways in developmental English and math. Change: the Magazine of Higher Education, 44(3), 60–68. doi:10.1080/00091383.2012.672917
   Google Scholar
• Hodges, R., & Agee, K. S. (2009). Program management. In R. F. Flippo, & D. C. Caverly (Eds.), Handbook of college reading and study strategies research (2nd ed., pp. 351–378). New York, NY: Taylor and Francis.
   Google Scholar
• Hoffman, J. V. (2009). In search of the “Simple View” of reading comprehension. In S. E. Israel, & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 54–66). New York, NY: Routledge.
   Google Scholar
• Holschuh, J. P. (2014). The Common Core goes to college: The potential for disciplinary literacy approaches in developmental literacy courses. Journal of College Reading and Learning, 45(1), 85–95. doi:10.1080/10790195.2014.950876
   Google Scholar
• Holschuh, J. P., & Paulson, E. (2013). The terrain of college developmental reading. College Reading & Learning Association. Retrieved from http://www.crla.net/publications.htm
   Google Scholar
• Hughes, K. L., & Scott-Clayton, J. (2011). Assessing developmental assessment in community colleges ( Working Paper). New York, NY: Community College Research Center.
   Google Scholar
• Hynd, C., Holschuh, J. P., & Hubbard, B. P. (2004). Thinking like a historian: College students’ reading of multiple historical documents. Journal of Literacy Research, 36(2), 141–176. doi:10.1207/s15548430jlr3602_2
   Web of Science ®Google Scholar
• Hynd-Shanahan, C. (2013). What does it take? The challenge of disciplinary literacy. Journal of Adolescent & Adult Literacy, 57(2), 93–98. doi:10.1002/JAAL.226
   Web of Science ®Google Scholar
• Jackson, J. M. (2009). Reading/writing connection. In R. F. Flippo, & D. C. Caverly (Eds.), Handbook of college reading and study strategies research (2nd ed., pp. 145–173). New York, NY: Taylor and Francis.
   Google Scholar
• Jenkins, P. D., Zeidenberg, M., & Kienzl, G. S. (2009). Building bridges to postsecondary training for low-skill adults: Outcomes of Washington State’s I-BEST Program. (CCRC Brief No. 42). New York, NY: Columbia University, Teachers College, Community College Research Center.
   Google Scholar
• Johnson, S. W. (1971). Freshman’s friend. Hauppauge, NY: Baron’s Educational Series.
   Google Scholar
• Lesley, M. (2001). Exploring the links between critical literacy and developmental reading. Journal of Adolescent & Adult Literacy, 45(3), 180–189.
   Web of Science ®Google Scholar
• Maxwell, M. (1997). The dismal state of required developmental reading programs: Roots, causes and solutions ( ERIC Document Reproduction Services No. ED 415501).
   Google Scholar
• Mishkind, A. (2014). Definitions of college and career readiness: An analysis by state. College and Career Readiness and Success Center. Washington, DC: American Institutes for Research.
   Google Scholar
• Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect home and classrooms. Qualitative Issues in Educational Research, 31, 132–141.
   Google Scholar
• National Center on Education and the Economy (NCEE). (2013). What does it really mean to be college and work ready? A study of the English literacy and mathematics required for success in the first year of community college. Washington, DC: Author.
   Google Scholar
• National Education Association (NEA). (2014). Another lousy “reform” idea: Eliminating remedial education. Retrieved from http://neatoday.org/2014/10/15/another-lousy-reform-idea-eliminating-remedial-education/
   Google Scholar
• Nist-Olejnik, S., & Simpson, M. L. (1993). Developing vocabulary concepts for college thinking. Lexington, MA: DC Heath.
   Google Scholar
• O’Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture. Reading Research Quarterly, 30(3), 442–463. doi:10.2307/747625
   Web of Science ®Google Scholar
• Pauk, W. (1974). How to study in college (2nd ed.). Boston, MA: Houghton-Mifflin.
   Google Scholar
• Paulson, E. J. (2013). On the developmental education radar screen—2013. Journal of Developmental Education, 36(3), 36–40.
   Google Scholar
• Paulson, E. J., & Barry, W. J. (2012a). Survey of college reading instructors: Professional preparation and classroom practice, part I. Research in Developmental Education, 24, 3.
   Google Scholar
• Paulson, E. J., & Barry, W. J. (2012b). Survey of college reading instructors: Professional preparation and classroom practice, part II. Research in Developmental Education, 24, 4.
   Google Scholar
• Perin, D. (2011). Facilitating student learning through contextualization: A review of the evidence. Community College Review, 39(3), 268–295. doi:10.1177/0091552111416227
   Google Scholar
• Pugh, S. L., & Pawan, F. (1991). Reading, writing, and academic literacy. In R. F. Flippo, & D. C. Caverly (Eds.), College reading and study strategy programs (pp. 1–27). Newark, DE: International Reading Association.
   Google Scholar
• Quint, J. C., Jaggars, S. S., Byndloss, D. C., & Magazinnik, A. (2013). Bringing developmental education to scale: Lessons from the developmental education initiative. New York, NY: MDRC.
   Google Scholar
• Richardson, R. C., Fisk, E. C., & Okun, M. A. (1983). Literacy in the open-access college. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Rosenblatt, L. M. (2013). The transactional model of reading and writing. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 923–956). Newark, DE: International Reading Association.
   Google Scholar
• Sand, M. A. (1994). An annotated bibliography of vocabulary-related work produced by the Johnson O’Connor Research Foundation ( Technical Report No. 605). Urbana, IL: University of Illinois, Center for the Study of Reading.
   Google Scholar
• Sartain, H. W. (1981). The languages of the disciplines. Pittsburgh, PA: University of Pittsburgh and the Fund for the Improvement of Postsecondary Education.
   Google Scholar
• Sartain, H. W., Stahl, N. A., Ani, U. A., Bohn, S., Holly, B., Smolenski, C. S., & Stein, D.W. (1982). Teaching techniques for the languages of the disciplines. Pittsburgh, PA: University of Pittsburgh and the Fund for the Improvement of Postsecondary Education.
   Google Scholar
• Saxon, D. P., Martirosyan, N. M., & Vick, N. T. (2016). NADE members respond: Best practices and challenges in integrated reading and writing, Part 1. Journal of Developmental Education, 39(2), 32–34.
   Google Scholar
• Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research, 43, 393–429. doi:10.1177/1086296X11424071
   Web of Science ®Google Scholar
• Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59. doi:10.17763/haer.78.1.v62444321p602101
   Web of Science ®Google Scholar
• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. doi:10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• Simpson, M. L. (1993). Cutting edge: Reality checks as a means of defining ourselves. Journal of Developmental Education, 17(1), 36–37.
   Google Scholar
• Simpson, M. L. (1996). Conducting reality checks to improve students’ strategic learning. Journal of Adolescent and Adult Literacy, 40(2), 102–109.
   Web of Science ®Google Scholar
• Simpson, M. L., & Nist, S. L. (2000). An update on strategic learning: It’s more than textbook reading strategies. Journal of Adolescent & Adult Literacy, 43(6), 528–541.
   Web of Science ®Google Scholar
• Simpson, M. L., Nist, S. L., & Kirby, K. (1987). Ideas in practice: Vocabulary strategies designed for college students. Journal of Developmental Education, 11(2), 20–24.
   Google Scholar
• Simpson, M. L., & Rush, L. (2003). College students’ beliefs, strategy employment, transfer, and academic performance: An examination across three academic disciplines. Journal of College Reading and Learning, 33, 146–156. doi:10.1080/10790195.2003.10850145
   Google Scholar
• Simpson, M. L., Stahl, N. A., & Francis, M. A. (2004). Reading and learning strategies: Recommendations for the 21st Century. Journal of Development Education, 28(2) 2-4, 6, 8, 10-12, 14-15, 32.
   Google Scholar
• Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND. Retrieved from http://www.rand.org/pubs/monograph_reports/MR1465
   Google Scholar
• Stahl, S. A. (1985). To teach a word well: A framework for vocabulary instruction. Reading World, 24(3), 16–27. doi:10.1080/19388078509557828
   Google Scholar
• Stahl, S. A. (1998). Vocabulary development. Northampton, MA: Brookline Books.
   Google Scholar
• Stahl, N. A., & Armstrong, S. L. (2016, March). Models of contextualization: A golden opportunity to explore innovations for developmental reading. Paper session presented at the annual meeting of the National Association for Developmental Education. Anaheim, CA.
   Google Scholar
• Stahl, N. A., Brozo, W. G., & Gordon, B. (1984). The professional preparation of college reading and study skills specialists. In G. McNinch (Ed.), Reading Teacher Education: Yearbook of the 4th Annual Conference of the American Reading Forum. Carrollton, GA: West Georgia College.
   Google Scholar
• Stahl, N. A., King, J. R., & Henk, W.A. (1991). Enhancing students' notetaking through systematic, self-directed training and evaluation procedures. Journal of Reading, 34(8), 614–623.
   Google Scholar
• Stahl, N. A., Simpson, M. L., & Brozo, W. G. (1988). The materials of college reading instruction: A critical and historical perspective from 50 years of content analysis research. Reading Research & Instruction, 27 (3), 16–34.
   Google Scholar
• Stahl, N. A., Simpson, M. L., & Hayes, C. G. (1992). If only we had known: Ten recommendations from research for teaching high-risk college students. Journal of Developmental Education, 16 (1), 2–11.
   Google Scholar
• Triggs, F. O. (1943). Remedial reading: The diagnosis and correction of reading difficulties at the college level. Minneapolis, MN: University of Minnesota Press.
   Google Scholar
• Valeri-Gold, M., & Deming, M. P. (2000). Reading, writing, and the college developmental student. In R. F. Flippo, & D. C. Caverly (Eds.), Handbook of college reading and study strategies research (pp. 149–174). Mahwah, NJ: LEA.
   Google Scholar
• Willingham, D., & Price, D. (2009). Theory to practice: Vocabulary instruction in community college developmental education reading classes: What the research tells us. Journal of College Reading and Learning, 40(1), 91–105. doi:10.1080/10790195.2009.10850326
   Google Scholar
• Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495–519. doi:10.3102/00028312028003495
   Web of Science ®Google Scholar