Caverly & Flippo & Stahl & Francis & Mulcahy-Ernt & Agee

An Overview of College Reading and Strategy Research

24/F 3:30 PM Ritz

Type_Presentation:         90 Minute Concurrent session

PresentationTitle:         An Overview of College Reading and Strategy Research

ProgramStrand_Primary:     College Reading

ProgramStrand_Secondary:   Research and Evaluation

Presentation_description:

This session brings together notable scholars to summarize their research from the second edition of the Handbook of College Reading and Study Strategy Research. Presenters will discuss their conclusions and implications, answer questions, and interact with the audience.

Session_summary:

An Overview of College Reading and Strategy Research

Purpose of the presentation

This session presents an overview of the current research in the field of college reading and study strategies through reviewing chapters in a new edition of the Handbook of College Reading and Study Strategy Research. Through the revision of this book, we have learned a great deal about how students learn at the college level, as well as those best practices for instruction and program organization to improve that learning. This session will bring together scholars who wrote six of the chapters to share their expertise; summarize theory, research, and practice; and synthesize what it is they learned through their research on this second edition. Chapters being presented in this session will be:

• History of College Reading

• Vocabulary Development

• Comprehension Development

• Strategic Study Reading

• Technology Integration

• Program Management

Learning objectives

• Participants will be introduced to the second edition of the Handbook of College Reading and Study Strategy Research published in the Summer, 2008

• Participants will hear a summary of findings from six of the sixteen chapters in this Handbook

• Participants will have an opportunity to discuss the conclusions and implications with the authors of these six chapters from the Handbook

• Participants will have an opportunity to have these authors sign their personal copies of the Handbook

Significance to the field

The current Handbook of College Reading and Study Strategy Research was published near the end of 1999.  Changing demographics, politics, policy, issues, and concerns in the field of college reading and study strategies demanded a more current handbook to be developed, written, and published. Additionally, the newest research in the areas of college reading and study strategies, as well as delivery of instruction, management, evaluation, and testing needed to be addressed and updated.

Six new chapters appear in a new edition being introduced to the CRLA.  These include chapters dealing in two new topics: “Policy” and “Student Diversity.”  Four new chapters review current research on the following topics: “Academic Literacy”; “Vocabulary” ; “Addressing Diversity”; and “Programs Management.”  Ten other chapters, written for the first edition, were fully revised to include the latest research findings, literature, and suggested readings. The conclusions, suggestions for instruction, and future avenues for research sections were updated to reflect the newest information in the field of college reading and study strategies.

Relevance to CRLA members

CRLA members will have an opportunity to be introduced to this new edition of the Handbook shortly after it is available to the discipline. Participants in this session will have an opportunity to meet the scholars who wrote a third of the chapters, learn from their conclusions and implications, and be able to ask questions to clarify and extend the presentations.

PresenterBio:

Dr. Caverly received his Ph.D. from Indiana University in 1982, a Reading Specialist masters degree from Kent State University in 1974, and his Bachelor's in  English Education from the University of Toledo in 1970.  He has been involved in developmental education for over 30 years teaching reading and directing learning centers in a community college, two different four-year colleges, and six universities. He has written extensively in the field with over 80 journal articles, 13 books, 14 grants, and 180 conference presentations. Perhaps he is best known for his column TechTalk in the Journal of Developmental Education and his edited book with Rona Flippo published in 2000, the Handbook of College Reading and Study Strategy Research (of which we are currently revising for the next edition to emerge in 2009) and the TIDE (Technology Institute for Developmental Educators) conference he co-directs which is in its 10th year.

Since 1989, he has been Professor of Education at Texas State University-San Marcos where he directs the developmental reading program and teaches reading, technology, and research classes in the undergraduate and graduate programs for both the Developmental Education Program and the Curriculum and Instruction department. Currently, he is serving on a team developing a proposal to offer a Ph.D. in Curriculum & Instruction – Developmental Education at Texas State University-San Marcos.