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Many students enter college underprepared for the rigors of college-level reading, and these students are often placed in developmental courses. Furthermore, many students, with and without the developmental label, face challenges when reading online and in print, and research shows that these reading processes are not exactly the same. Research into new literacies finds that online reading comprehension gaps exist that are different from print reading. Varying reading strategies as well as metacognitive strategies can help assist students in successfully comprehending texts at the college level. This study investigated how explicit instruction in new literacy strategies impacts a reader’s ability to comprehend as well as their self-concept. The seven participants were 18-19-year-olds in a developmental college reading course at a Historically Black College and University in the Mid-South region. This university setting had elected to use all digital texts for courses. Data was collected using questionnaires, interviews, and screencasts. The analysis of data shows that students need explicit instruction and practice in using new literacy strategies before, during, and after reading as well as instruction in digital platform navigation. Furthermore, students need opportunities to practice metacognitive strategies while reading online.

Statement of the problem - The problem of this thesis is to make a study of the reading ability of college students. Three phases of the problem are considered: How well a group of unselected college freshmen can read. What factors affect the reading ability of college students. How reading ability affects scholastic achievement.

Surveys were sent to the 182 school superintendents in the public schools of Kentucky in order to identify the teachers of exploratory foreign language programs. The survey dealt with three areas: (1) the foreign language program in grades 5-8, (2) the foreign language program in grades 9-12, (3) plans to implement an exploratory program. 153 superintendents (842) returned the surveys and 25 districts (14%) were identified as having a foreign language program in grades 6-8. No foreign language program below grade 6 was identified. Seven new programs were initiated in the 1975-76 school year and five additional school districts plan to implement an exploratory program in the 1976-77 school year. The names of 79 teachers were riven by the superintendents as foreign language teachers in grades 6-8. More extensive surveys were then sent to these teachers and a total of 51 surveys (65%) were returned. From the surveys, 36 teachers were identified as foreign language exploratory teachers. :he teachers' surveys had two parts. Part I asked for personal data while Part II dealt with the foreign language program in grades 5-9. From the section labeled "Personal Data" it was learned that 85% of the foreign language teachers in grades 6-8 were female and 61% were between the ages of 21 and 30. 76% had a major or minor and 61% were non-tenure teachers (less than four years of experience). Results from Part II of the teachers' surveys indicated that a great deal of variety exists in the organizational patterns of exploratories and in the type of foreign language experiences offered. Five languages, Spanish, French, German, Russian, and Hebrew were taught in grades 9-12 while Spanish, French, German, Russian, and Italian were taught in grades 6-8. Criteria for the selection of exploratory students varied a great deal from one district to another. 65% of the programs permitted any interested student to register for a foreign language class. 65% also indicated that enrollment in foreign languages in grades 6-8 was the same or higher than last year. The lack of basic materials, such as textbooks and language labs, was the chief concern of the majority of teachers. Foreign language exploratories are in their infancy in Kentucky. Little agreement exists on how they should be offered and how they should be taught. However, most of the teachers who taught exploratories praised the programs for giving the students an opportunity to discover his potential for language learning. They stated that exploratories enabled the students to make an intelligent decision about languages in the high school and helped revive sagging high school foreign language enrollments.

This qualitative study is introduced through a discussion of peer response groups and the researcher's interest in them. The guiding question of whether peer response groups are as useful for teaching writing ESOL classrooms as in first language classrooms is stated along with supplementary research questions. These are fol lowed by a review of relevant theories and summaries of peer response group hi story, social and cultural factors, and research done on peer response groups in first and additional language classrooms.

Join us as we discuss ideas to integrate math, reading, and science (e.g. force and motion, weather) into K–5 classrooms to build confidence about using reading and math as tools to understand STEM literacies.

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Cloze has a rich and interesting history as a method for encouraging reading achievement as well as for use as on approach to measuring reading competence. Cloze can be used effectively in instructional programs in many ways, including ( 1) paired or small group wo;k, (222) "crossword cloze" type activities, and (3) multiple-choice type formats. The "doze informal" contains a series of graded passages which presents reading instructors with a method for matching students with appropriate instructional materials. In the "cloze informal", students' scores are obtained from performance on a series of cloze passages. Scores can be used to assess competence at various levels of difficulty and further can be compared at a later date with scores obtained from readmission of the set of cloze passages.