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Subject:

Re: College Reading Teachers

From:

Helen Sabin <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Sun, 1 Oct 2000 12:16:49 -0700

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (133 lines)

Stop being weepy and brag about your efforts!  Show your results-don';t be such
a mouse and complain about your future when you know YOU ARE EFFECTIVE_!
Come on Girl-be a woman and strut your stuff!
Helen Sabin
El Camino College Reading Insructor

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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