college-level reading skills February 12

Reading Reframed for the Community College Classroom

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When people hear I’m a professor of reading at a local community college, I’m often met with some variation of, “Really? You teach reading…in college?”

The assumption implied, of course, is that college students should already know how to read, that reading as a focus of study belongs in the elementary classroom. For most people reading this article, the fact that students struggle with collegiate-level text is not revelatory. Indeed, the office-doorway concerns swapped amongst faculty are confirmed by various reports, such as the one cited in the U.S. Department of Education’s recent review of developmental education, which noted that approximately 40% of first-year community college students enrolled in at least one developmental course in the 2011-2012 year (2017).


college students reading as a group September 15, 2017

A Method for Deep Reading

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Many students struggle with college-level reading and writing assignments. Part of it is simply not knowing how to get the essentials from a text. I have been experimenting with a simple method I call GSSW: Gather, Sort, Shrink, and Wrap.

The goal of using this method is that students learn to write an essay, based on the readings, that is exemplary of organized, clear, accurate, and critical thinking.


small group discussion February 20, 2017

An Activity That Promotes Engagement with Required Readings, Even in Large Classes

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On the first day of class, I often say something like this to my students: “Nothing floats my boat more than great discussion. Nothing promotes great discussion like having completed the readings. And nothing promotes completing the readings like having points attached to it.”


students reading July 22, 2016

An Old-School Approach to Getting Students to Read

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During semester breaks, I prepare my courses for the upcoming semester, a regular ritual for most academics. My process begins with reflecting on my formal and informal teaching evaluations and considering ways to improve the course. I add new topics and delete others. I review assignments and change them as needed. And I spend a lot of my preparation time choosing timely, thought-provoking articles to assist students in learning the course content.


September 25, 2015

Getting Horses to Drink: Three Ways to Promote Student Ownership of Reading Assignments

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There’s no arguing with Ryan’s (2009) observation that “coming to class prepared and with some background knowledge transforms students from passive to active learners” (para. 3). But how to get our students to this state of “transformation readiness” is an age-old issue challenging most instructors throughout their careers. I’m sure the struggle also extends to my own students, who are aspiring or practicing language-teaching professionals juggling multiple personal, academic, and professional demands. Research shows that reasons for not completing reading assignments also include factors such as reading comprehension, low student self-confidence, and lack of interest in the topic (e.g., Lei, Bartlett, Gorney, & Herschbach, 2010).


reading textbook June 26, 2015

Getting Students to Do the Reading

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Getting students to do their assigned reading is a struggle. Most teachers don’t need anyone to tell them what the research pretty consistently reports. On any given day, only 20 to 30 percent of the students arrive at class having done the reading. Faculty are using a variety of approaches to up that percentage: quizzes (announced, unannounced, online), assignments that require some sort of written response to the reading, reading journals, a variety of optional reading support materials, and calling on students to answer questions about the reading. Which of these approaches work best?


yellow highlighted text May 6, 2015

Lost in a Sea of Yellow: Teaching Students a Better Way to Highlight

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A lot of students are in love with their highlighters, especially those bright, fluorescent-colored ones. They use them to highlight course materials, sometimes underlining whole pages of text. When I first saw a text so fluorescent that it all but glowed, I wondered why in the world somebody would spend that much time underlining. Later I understood it was really a cry for help. “I can’t tell what’s important, so I’ll just highlight the entire section so I don’t miss something.” Highlighting can be a useful way of interacting with text, but it needs to be done in a thoughtful way.


March 30, 2015

Using Student-Generated Reading Questions to Uncover Knowledge Gaps

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Editor’s note: The following is an excerpt from Student-Generated Reading Questions: Diagnosing Student Thinking with Diverse Formative Assessments, Biochemistry and Molecular Biology Education, 42 (1), 29-38. The Teaching Professor Blog recently named it to its list of top pedagogical articles.

As instructors, we make a myriad of assumptions about the knowledge students bring to our courses. These assumptions influence how we plan for courses, what information we decide to cover, and how we engage our students. Often there is a mismatch between our expectations about what students know and how students actually think about a topic that is not uncovered until too late, after we examine student performance on quizzes and exams. Narrowing this gap requires the use of well-crafted formative assessments that facilitate diagnosing student learning throughout the teaching process.


March 27, 2014

Reading Circles Get Students to Do the Reading

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In my course, the required reading is intensive and extensive. Students must read multiple texts that range across disciplines, genres, history, and culture. The goal of this interdisciplinary course is improvement of critical reading, writing, and thinking skills. My students, like many others, live complicated lives. Add to that the fact that many are not particularly good readers or people who like to read, and the result is students arriving in class not having done the reading. When that happens, the teacher becomes the best student in the room. She talks about the text while students dutifully listen—or appear to listen.


May 6, 2013

The Little Assignment with the Big Impact: Reading, Writing, Critical Reflection, and Meaningful Discussion

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Several years ago, I came across the Purposeful Reading Assignment that was reported to encourage students to read, reflect, and write about readings assigned for class. Research (Roberts and Roberts, 2008) and experience tell us that supporting students’ reading, writing, and reflective practices is one of the most challenging aspects of learning and teaching. Although this assignment appeared to be simple, it has proven to be an influential tool for learning and has increased engagement and participation among my students.