Purpose The purposes of this study is to expand on previous work in English language arts (ELA) d... more Purpose The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups. Design/methodology/approach The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding. Findings This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants. Pra...
Handbook of College Reading and Study Strategy Research, 2018
Paulson, E. J., & Holschuh, J. P. (2018). College reading. In R. Flippo & T. Bean... more Paulson, E. J., & Holschuh, J. P. (2018). College reading. In R. Flippo & T. Bean (Eds.), Handbook of College Reading and Study Strategy Research (3rd Ed.), pp. 27-41. New York, NY: Routledge.
Texas State University 601 University Drive San Marcos, TX 78666 Abstract: Nationally, developmen... more Texas State University 601 University Drive San Marcos, TX 78666 Abstract: Nationally, developmental mathematics courses have some of the highest failure and withdrawal rates of postsecondary courses. A wide range of factors may be contributing to students’ struggles in these courses. In order to help identify these factors, we asked students enrolled in developmental mathematics to identify factors interfering with their college success. Results suggested that students in these courses perceive a diverse set of academic and nonacademic interferences to their college success. Perceived nonacademic interferences related negatively with academic achievement and persistence. Our findings provide a holistic framework for conceptualizing additional academic and nonacademic support students might need.
INTRODUCTIONA report from ACT states that "the clearest differentiation in reading between s... more INTRODUCTIONA report from ACT states that "the clearest differentiation in reading between students who are college-ready and those who are not is the ability to comprehend complex text" (ACT, 2006, p. 25). However, the definition of college readiness is far from clear cut because individual states use a variety of methods to measure and assess college readiness (Collins, 2013; Lloyd, 2009). The Common Core State Standards (CCSS) were created as an attempt to develop a set of standards for qualifying a student as college ready in English/language arts and mathematics (Rothman, 2011). Although there is currently a serious debate about the impact of standardized testing and the role of the CCSS, especially in the early grades, there is a general agreement that far too many students enter college unprepared for the academic tasks that will be expected of them (Attewell, Lavin, Domina, & Levey, 2006; Hart, 2005).K-12 standards have typically made little impact on college learning or developmental education because they were built from kindergarten expectations up to 12th-grade expectations. This model yielded 12th-grade standards that bore little resemblance to the types of tasks students would be expected to complete in college (Conley, 2007). One of the strengths of the CCSS is that the process originated with what is considered college and career ready and then systematically back-mapped the standards through each educational grade level, ending with kindergarten expectations (National Governors' Association and Council of Chief State School Officers [NGA & CCSSO], 2010). Ideally, they provide an opportunity for better K-16 alignment, with the goal of increasing the number of high school students who graduate adequately prepared for college-level work (Barnett & Cormier, 2014).The CCSS English Language Arts (ELA) standards comprise a set of anchor standards for reading, writing, speaking and listening, and language. These anchor standards form the broad competencies that students are expected to achieve. The standards are further delineated by grade-specific standards, which define the endof-year competencies for each grade level. Additionally, in grades 6-12, there are ELA standards for history/social science and science and technical subjects, which promote a cross-curricular approach to literacy with an emphasis on reading informational texts within the disciplines. For example, the first CCSS anchor standard for reading requires students to "Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text" (NGA & CCSSO, 2010, p. 35). Students in kindergarten begin the process of building toward this goal. The CCSS ELA reading standard 1 for kindergarten expects students to "With prompting and support, ask and answer questions about key details in a text" (NGA & CCSSO, 2010, p. 11) by the end of the year. The expectations increase as students progress through the school grade levels. In sixth grade, students are expected to "Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text" (NGA & CCSSO, 2010, p. 36). By 11th and 12th grade, students must be able to "Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain" (NGA & CCSSO, 2010, p. 38). Reading standard 1 is further delineated into 11th- and 12th-grade expectations for history/social studies, from which students are expected to "Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole" (NGA & CCSSO, 2010, p. 61), and for science and technical subjects, from which students must be able to "Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account" (NGA & CCSSO, 2010, p. …
Theories of epistemological beliefs focus on individuals ’ perceptions about what knowledge is an... more Theories of epistemological beliefs focus on individuals ’ perceptions about what knowledge is and where knowledge comes from. These beliefs are part of, and may in fact direct, the cognitive processes involved in learning (Kitchener & King, 1990; Perry, 1999; Schommer, 1990). Research stemming from these theories offers varied explanations as to how beliefs relate to student learning and academic success. Although the results of this research are equivocal at best, they do offer several general insights into the impact of beliefs on learning. First, some research focuses on the relationship between beliefs and monitoring. Some researchers (e.g., Ryan, 1984) found that epistemological beliefs influence how students monitor the acquisition of knowledge. Students who were classified as dualists reported trying to recall facts from the text, but those classified as relativists reported trying to paraphrase and summarize the text in their own words. However, when Glenberg and Epstein (1...
Purpose The purposes of this study is to expand on previous work in English language arts (ELA) d... more Purpose The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups. Design/methodology/approach The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding. Findings This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants. Pra...
Preface To Students To Instructors Acknowledgements About the Authors Dedication 1. You Have Arri... more Preface To Students To Instructors Acknowledgements About the Authors Dedication 1. You Have Arrived: A Primer on College Life Self-Assessment Research into Practice How is College Different from High School? Different Expectations Seeking Out College Services Eight Situations You Can Expect to Encounter Sooner or Later Feeling Comfortable with Your Professors and Advisors Real College: Tamara's Transition Add to Your Portfolio 2. Getting things done: Organizing Yourself and Your Time Self-Assessment Research into Practice The Basics of Self Management The AT Heuristic of Time Management Creating a Personalized Schedule Planning for Midterms and Finals Real College: Stephanie's Schedule Add to Your Portfolio 3. Learning about your Motivation, Attitudes, and Interests Self-Assessment Research into Practice What Influences Motivation? What Motivates People? Getting Motivated Through Goal Setting Staying Motivated Changing Attitudes and Interests Four Types of Academic Attitude...
This year we have been discussing the role of mobile learning apps in integrated reading and writ... more This year we have been discussing the role of mobile learning apps in integrated reading and writing as well as in mathematics. In this column we will review specific apps for fostering disciplinary literacy in science. Mobile learning has the ability to engage students in creative, collaborative, and meaningful learning experiences (Cobcroft, Towers, & Smith, 2006) and can enhance student learning (Rossing, Miller, Cecil, & Stamper, 2012) while also being highly accessible through low-cost educational platforms. With hundreds of apps on science learning, many of which are "edutainment" and not educational (Okan, 2003), it is often difficult to choose effective apps for learning. In this column we will focus on apps that can enhance students' development of disciplinary literacy reading and writing strategies at the college level. Although we mention several apps by name, we are recommending apps that have specific educational functions, not endorsing any one particula...
In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh pr... more In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming li...
This forum article discusses using disciplinary literacy approaches for reading literary text tar... more This forum article discusses using disciplinary literacy approaches for reading literary text targeting interpretation as a goal. Disciplinary literacy approaches make the assumption that literacy tasks and processes differ based upon the demands, goals, and epistemology of each discipline and that identifying these differences is key toward creating instruction for students. As such, we explicate a disciplinary approach to help build interpretation skills of developmental readers while working through literary texts within English language arts contexts and settings.
Only 25% to 38% of secondary education graduates in the United States are proficient readers or w... more Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our ...
Handbook of College Reading and Study Strategy Research (3rd Ed.), 2018
Paulson, E. J., & Holschuh, J. P. (2018). College reading. In R. Flippo & T. Bean (Eds.), Handboo... more Paulson, E. J., & Holschuh, J. P. (2018). College reading. In R. Flippo & T. Bean (Eds.), Handbook of College Reading and Study Strategy Research (3rd Ed.), pp. 27-41. New York, NY: Routledge.
Purpose The purposes of this study is to expand on previous work in English language arts (ELA) d... more Purpose The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups. Design/methodology/approach The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding. Findings This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants. Pra...
Handbook of College Reading and Study Strategy Research, 2018
Paulson, E. J., & Holschuh, J. P. (2018). College reading. In R. Flippo & T. Bean... more Paulson, E. J., & Holschuh, J. P. (2018). College reading. In R. Flippo & T. Bean (Eds.), Handbook of College Reading and Study Strategy Research (3rd Ed.), pp. 27-41. New York, NY: Routledge.
Texas State University 601 University Drive San Marcos, TX 78666 Abstract: Nationally, developmen... more Texas State University 601 University Drive San Marcos, TX 78666 Abstract: Nationally, developmental mathematics courses have some of the highest failure and withdrawal rates of postsecondary courses. A wide range of factors may be contributing to students’ struggles in these courses. In order to help identify these factors, we asked students enrolled in developmental mathematics to identify factors interfering with their college success. Results suggested that students in these courses perceive a diverse set of academic and nonacademic interferences to their college success. Perceived nonacademic interferences related negatively with academic achievement and persistence. Our findings provide a holistic framework for conceptualizing additional academic and nonacademic support students might need.
INTRODUCTIONA report from ACT states that "the clearest differentiation in reading between s... more INTRODUCTIONA report from ACT states that "the clearest differentiation in reading between students who are college-ready and those who are not is the ability to comprehend complex text" (ACT, 2006, p. 25). However, the definition of college readiness is far from clear cut because individual states use a variety of methods to measure and assess college readiness (Collins, 2013; Lloyd, 2009). The Common Core State Standards (CCSS) were created as an attempt to develop a set of standards for qualifying a student as college ready in English/language arts and mathematics (Rothman, 2011). Although there is currently a serious debate about the impact of standardized testing and the role of the CCSS, especially in the early grades, there is a general agreement that far too many students enter college unprepared for the academic tasks that will be expected of them (Attewell, Lavin, Domina, & Levey, 2006; Hart, 2005).K-12 standards have typically made little impact on college learning or developmental education because they were built from kindergarten expectations up to 12th-grade expectations. This model yielded 12th-grade standards that bore little resemblance to the types of tasks students would be expected to complete in college (Conley, 2007). One of the strengths of the CCSS is that the process originated with what is considered college and career ready and then systematically back-mapped the standards through each educational grade level, ending with kindergarten expectations (National Governors' Association and Council of Chief State School Officers [NGA & CCSSO], 2010). Ideally, they provide an opportunity for better K-16 alignment, with the goal of increasing the number of high school students who graduate adequately prepared for college-level work (Barnett & Cormier, 2014).The CCSS English Language Arts (ELA) standards comprise a set of anchor standards for reading, writing, speaking and listening, and language. These anchor standards form the broad competencies that students are expected to achieve. The standards are further delineated by grade-specific standards, which define the endof-year competencies for each grade level. Additionally, in grades 6-12, there are ELA standards for history/social science and science and technical subjects, which promote a cross-curricular approach to literacy with an emphasis on reading informational texts within the disciplines. For example, the first CCSS anchor standard for reading requires students to "Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text" (NGA & CCSSO, 2010, p. 35). Students in kindergarten begin the process of building toward this goal. The CCSS ELA reading standard 1 for kindergarten expects students to "With prompting and support, ask and answer questions about key details in a text" (NGA & CCSSO, 2010, p. 11) by the end of the year. The expectations increase as students progress through the school grade levels. In sixth grade, students are expected to "Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text" (NGA & CCSSO, 2010, p. 36). By 11th and 12th grade, students must be able to "Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain" (NGA & CCSSO, 2010, p. 38). Reading standard 1 is further delineated into 11th- and 12th-grade expectations for history/social studies, from which students are expected to "Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole" (NGA & CCSSO, 2010, p. 61), and for science and technical subjects, from which students must be able to "Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account" (NGA & CCSSO, 2010, p. …
Theories of epistemological beliefs focus on individuals ’ perceptions about what knowledge is an... more Theories of epistemological beliefs focus on individuals ’ perceptions about what knowledge is and where knowledge comes from. These beliefs are part of, and may in fact direct, the cognitive processes involved in learning (Kitchener & King, 1990; Perry, 1999; Schommer, 1990). Research stemming from these theories offers varied explanations as to how beliefs relate to student learning and academic success. Although the results of this research are equivocal at best, they do offer several general insights into the impact of beliefs on learning. First, some research focuses on the relationship between beliefs and monitoring. Some researchers (e.g., Ryan, 1984) found that epistemological beliefs influence how students monitor the acquisition of knowledge. Students who were classified as dualists reported trying to recall facts from the text, but those classified as relativists reported trying to paraphrase and summarize the text in their own words. However, when Glenberg and Epstein (1...
Purpose The purposes of this study is to expand on previous work in English language arts (ELA) d... more Purpose The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups. Design/methodology/approach The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding. Findings This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants. Pra...
Preface To Students To Instructors Acknowledgements About the Authors Dedication 1. You Have Arri... more Preface To Students To Instructors Acknowledgements About the Authors Dedication 1. You Have Arrived: A Primer on College Life Self-Assessment Research into Practice How is College Different from High School? Different Expectations Seeking Out College Services Eight Situations You Can Expect to Encounter Sooner or Later Feeling Comfortable with Your Professors and Advisors Real College: Tamara's Transition Add to Your Portfolio 2. Getting things done: Organizing Yourself and Your Time Self-Assessment Research into Practice The Basics of Self Management The AT Heuristic of Time Management Creating a Personalized Schedule Planning for Midterms and Finals Real College: Stephanie's Schedule Add to Your Portfolio 3. Learning about your Motivation, Attitudes, and Interests Self-Assessment Research into Practice What Influences Motivation? What Motivates People? Getting Motivated Through Goal Setting Staying Motivated Changing Attitudes and Interests Four Types of Academic Attitude...
This year we have been discussing the role of mobile learning apps in integrated reading and writ... more This year we have been discussing the role of mobile learning apps in integrated reading and writing as well as in mathematics. In this column we will review specific apps for fostering disciplinary literacy in science. Mobile learning has the ability to engage students in creative, collaborative, and meaningful learning experiences (Cobcroft, Towers, & Smith, 2006) and can enhance student learning (Rossing, Miller, Cecil, & Stamper, 2012) while also being highly accessible through low-cost educational platforms. With hundreds of apps on science learning, many of which are "edutainment" and not educational (Okan, 2003), it is often difficult to choose effective apps for learning. In this column we will focus on apps that can enhance students' development of disciplinary literacy reading and writing strategies at the college level. Although we mention several apps by name, we are recommending apps that have specific educational functions, not endorsing any one particula...
In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh pr... more In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming li...
This forum article discusses using disciplinary literacy approaches for reading literary text tar... more This forum article discusses using disciplinary literacy approaches for reading literary text targeting interpretation as a goal. Disciplinary literacy approaches make the assumption that literacy tasks and processes differ based upon the demands, goals, and epistemology of each discipline and that identifying these differences is key toward creating instruction for students. As such, we explicate a disciplinary approach to help build interpretation skills of developmental readers while working through literary texts within English language arts contexts and settings.
Only 25% to 38% of secondary education graduates in the United States are proficient readers or w... more Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our ...
Handbook of College Reading and Study Strategy Research (3rd Ed.), 2018
Paulson, E. J., & Holschuh, J. P. (2018). College reading. In R. Flippo & T. Bean (Eds.), Handboo... more Paulson, E. J., & Holschuh, J. P. (2018). College reading. In R. Flippo & T. Bean (Eds.), Handbook of College Reading and Study Strategy Research (3rd Ed.), pp. 27-41. New York, NY: Routledge.
Uploads
Papers by Jodi Holschuh