Marty,
Thank you for beginning this excellent project on behalf of those who teach developmental reading. Collecting and documenting instructional interventions into these 11 categories will become a useful resource for all of us.
I would also encourage submissions that improve "fluency", "new literacies", as well as "differentiated instruction for students who are culturally and linguistically different and students with special needs." These submissions can easily be integrated into your 11 categories.
Second, I would ask potential submitters include in their documentation evidence of success ranging from student comments, instructional histories, to quantitative or qualitative data. Even if the instructional strategies have not been tested, chronicling them is an important first step to informing us all.
Finally, I would encourage your submitters or you to connect these instructional strategies with the most current research as found in the new Handbook of College Reading and Study Strategy Research, 2nd Ed. (Flippo & Caverly, 2009), Teaching Developmental Reading (Stahl & Boylan, 2003), and What works: A guide to research-based best practices in developmental education (Boylan, 2002). Comparing these instructional strategies to the extant research literature will provide a useful benchmark to help us make sound instructional decisions.
Boylan, H. (2002). What works: A guide to research-based best practices in developmental education. Boone, NC: National Center for Developmental Education. Retrieved September 12, 2007, from http://www.ncde.appstate.edu/whatworks.htm
Flippo, R. F., & Caverly, D. C. (2009). Handbook of college reading and study strategy research (2nd ed.). New York: Routledge.
Stahl, N. A., & Boylan, H. R. (2003). Teaching developmental reading. Boston, MA: Bedford-St. Martin's Press.
I, for one, am looking forward to what you find.
David C. Caverly, Ph.D.
Professor, Dept. of Curriculum and Instruction
Texas State University - San Marcos
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