what reading instructors need to do is DOCUMENT the results of their efforts.
for example, if you give a Nelson Denny at the beginning of the semester and at
the end, then show the results that is a type of proof that you are EFFECTIVE!
Second, they need to reach out to instructors on the faculty and go INTO the
other instructors classrooms and make recommendations on how to help the limited
readers. Do shameless self promotion-otherwise no one is awareof the impact you
have on students!
Helen Sabin
Deborah Daiek wrote:
> The true problem is that most reading teachers are wearing many hats at
> colleges and universities. Developmental faculty are expected to do more
> with less and haven't got the support, staff, or resources to conduct
> quality, longitudinal studies to support what they do. However, times are
> rapidly changing and accountability is the current hotbed - or blessing. If
> reading courses don't make a difference, they are gone or soon will be.
> Ours are alive and well. Certainly we need to continue with on-going
> research - but reading courses do make a positive difference.
>
> I believe that if more research were conducted, the outlook would not be as
> grim as you currently think. The reading process hasn't changed much over
> 50 years - a main idea is a main idea, supporting details are supporting
> details - and inference is inference, etc. But the delivery of instruction
> and modes of delivery have absolutely changed. Reading is no longer taught
> in isolation. Technology has also impacted how we teach reading. CAI
> software programs supplement what we teach - improving students'
> opportunities to practice and apply. I'll stop. But it makes me weepy
> when developmental educators are always having to defend.
>
> Based on my interaction with colleagues, I can say that most reading
> instructors whom I know, have master's degrees in reading/learning theory or
> related degrees, value innovative teaching techniques, remain current in
> their field by reading journals, visit on-line programs, attend satellite
> conferences, continue their education, and attend conferences such as NADE,
> CRLA, Winter Institute, etc. Maybe I'm just hanging with a good crowd of
> professionals.
> -----Original Message-----
> From: Martha Maxwell [mailto:[log in to unmask]]
> Sent: July 25, 2000 2:44 PM
> To: [log in to unmask]
> Subject: College Reading Teachers
>
> Dear Donna:
> There are about 50 references that may be relevant to your research cited in
> my article: "A Commentary on the Current State of Developmental Reading
> Pregrams" which is Chapt. 14 in Developmental Education:Preparing
> Succcessful College Students-Monographh #24 edited by Jeanne L. Highbee and
> Patricial L. Dwinell, published by NADE and the First-Year Experience,
> in my article, "A Commentary on the Present State of Developmental
> Reading Courses" in Higbee and Dwinelle (Eds.) Developmental Education:
> Preparation for College Success. (1998), Published by NADE & The
> First Year Experience.
> address: National Resource Center for the first
> Year Experience, University of South Carolina,
> 1728 College St.,Columbia, SC 29208, 1998, pages 139-152.
> (phone 803-777-4699.)
>
> It's a lengthy review of the research that justifies abandoning
> required developmental college reading courses
> and substituting programs that have consistently demonstrated
> success.
>
> In view of the range of backgrounds of college developmental reading
> teachers - from reading, writing, English, adult ed., etc.
> I'd be interested in learning what percent of today's teachers have had some
> training in reading
> in the content areas since academic reading tends to be discipline specific.
>
> Martha Maxwell
> [log in to unmask]
>
> Add my study on CRA members:
> Best Wishes, Martha Maxwell [log in to unmask]
>
> get very excited when I read the responses that are generated by one simple
> question...Martha is correct... in many institutions things are still done
> basically the way they were done years ago...Martha, I am in the midst of my
> dissertation and I am profiling college reading teachers across the
> US...there is
> very little out there in reported research so I hope to be able to
> contribute
> something to the field of college reading..nothing dramatic but a possible
> verification of how our colleges and universities view college reading on
> their
> campuses...I am targeting those who hire the college reading teachers ..and
> I hope
> to find out what there backgrounds are, what their training is and how they
> are
> invested in the college/university..based on your article titled Oral
> History, I
> have asked those who hire college reading teachers to give their definition
> of
> developmental education...right now I am selecting my sample...any insight
> you
> might have would truly be appreciated , especially any articles/books you
> might
> recommend..Thanks to all who have been responding to my requests...Anyone
> who hires
> developmental college reading teachers , who has not already responded,
> please send
> me your name, title, address and phone# and email ...I appreciate your
> contribution...Dona Marie... ( struggling doctoral student)
>
> Helen Sabin wrote:
>
> > Programs are different-now, reading is usually separated from "learning
> skills"
> > and put into its own section-at least here in California. Writing is
> usually
> > separated also and it takes a master's degree in English to teach either
> > subject. Not like the good old days where a Bachelors could teach all the
> > reading, writing and study skills.
> > Helen Sabin
> >
> > Martha Maxwell wrote:
> >
> > > Yes, we have had programs to help students for many decades. When I got
> my
> > > master's degree in counseling I was asked to set up a reading program
> and
> > > teach reading improvement in my first job. Certainly, programs were
> started
> > > long before. At the University of Md. where I worked in the 50s we had a
> > > special program for students who had less than a C average in high
> school.
> > > Many were returning GIs when the program started in the 40s, but we
> offered
> > > courses in study skills, reading improvement, tutoring, counseling, and
> > > advising and helped students individually who had problems in spelling,
> > > writing, and vocabulary, etc.
> > > Our program was modeled after the General College at U. Minnesota which
> > > started in the 1930s and the Counseling College at Penn. State.
> > > I am not sure that today's programs are very different.
> > >
> > > Martha Maxwell
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