CRLA White Papers

The College Reading and Learning Association (CRLA)'s white papers are authoritative, evidence-based reports written by experts. These white papers generally take the form of a critical synthesis of the current scholarly thinking on a particular issue. White papers are available for free download and should be shared with administrators, practitioners, and researchers alike.


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CRLA's inaugural white paper, The Terrain of Developmental Reading, was written by Jodi Patrick Holschuh and Eric J. Paulson.


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CRLA’s second white paper, Assessment of Learning Assistance Programs: Supporting Professionals in the Field was written by Jan Norton, University of Iowa, and Karen S. Agee, University of Northern Iowa.


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CRLA's third white paper, Meeting the Needs of Linguistically Diverse Students at the College Level was written by Christa de Kleine, Notre Dame of Maryland University, and Rachele Lawton, The Community College of Baltimore County.


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CRLA's fourth white paper, A Basis of Qualitative Inquiry for Developmental Educators and Learning Assistance Professionals was written by Norman A. Stahl, Northern Illinois University, Emeritus, James R. King, University of South Florida, and Jodi P. Lampi, Northern Illinois University.


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CRLA's fifth white paper, A Terminological Study of Peer Education in Higher Education was written by Page Keller, College of Charleston, and Heather D. Porter, Salisbury University.


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CRLA's sixth white paper, Raciolinguistic Justice in College Literacy and Learning: A Call for Reflexive Praxis was written by: Emily K Suh, Texas State University, Jeanine L Williams, University of Maryland Global Campus, and Sam Owens, Texas State University.