Goals and Objectives

Information for Students

Professional Development Information
 for WKU Faculty

Professional Development Information
 for High School Teachers

PROFESSIONAL DEVELOPMENT SESSIONS

         The literature is clear that there is a nationwide crisis of students entering colleges and universities underprepared to read, comprehend, and learn from text.  Cox, Friesner, and Khayum (2003) cite several studies that emphasize the connection between underprepared students, retention, graduation rates, and the effectiveness of reading skills courses.  Two such studies published in the Report on Education 2002 indicate that “reading deficiency is the biggest roadblock to underprepared students’ success in college (p. 171).  Data indicate that “students who enter college underprepared to read at the college level and who take and pass a reading skills course experience significantly greater success in college over the long term compared to similarly underprepared students who either do not take, or do not pass, such a course”(p. 189). 

          While several research-based and effective non-traditional reading and study skills courses are described in the literature, leaders in the field still push for more innovation in course design and delivery.  Cox, Friesner, and Khayum (2003) emphasize that “there may be significant effectiveness and/or efficiency payoffs to the development of, and experimentation with, innovative ways to help underprepared readers reduce and/or eliminate their reading skill deficiencies” (p. 191).  It is our belief that data gathered from “Preparing 4 the Final 4” as the first phase of A.S.K. will provide the basis for enhancing differentiated paths of instruction for reading comprehension and study/learning strategies initiatives at WKU.  New custom-designed initiatives could be crafted more specifically to fit the WKU student population and meet student needs, thus enhancing retention and graduation. 

          Another featured component of this project is the continuing support for students, teachers, and faculty after the reading support course and the faculty and teacher professional development sessions end.  On-line “digital digests” will be designed to support and extend learning started with the summer course and the professional development sessions.  Additionally, students will have the College Reading Success, the services of Literacy Specialists, and on-line access to Digital Digests available to them.  Descriptions of each support service are outlined below.

          The “College Reading Success” (CRS) initiative provides reading and study skills instruction and support.  Undergraduate students and high school students who sign up for our clinical services use authentic materials (textbooks from courses in which they are enrolled) and perform authentic tasks (engaged reading of texts, synthesis of information, note-taking, study skills) directly related to present coursework.  MAE-Literacy Education graduate students meet weekly with small groups of undergraduates who have either self-identified as needing better reading/study skills or have been referred to us by instructors who recognize that the student needs literacy support to be successful. The College Reading Success initiative is supported by the Dollar General Literacy Foundation with matching funds from WKU.  Dr. Pam Petty maintains an extensive website (http://edtech.tph.wku.edu/~ppetty/collegereading.htm) to support CRS students, graduate students, and faculty.  With the expansion of College Reading Success in the A.S.K. initiative, summer sections of CRS will be offered. 

          Literacy specialists will provide services for WKU students, particularly those who are receiving other literacy services geared for students who are underprepared.  Students will be able to drop into the Literacy Specialist’s office or schedule appointments for specific assessments, to get help with developing Personal Learning Success Plans, to discuss progress or lack of progress in coursework, and/or to request intervention or additional instruction for specific areas of weakness.  Literacy specialists will be contact points for faculty and instructors who identify students not receiving intervention or not responding to intervention so that measures can be taken to assist students before they fail.  Literacy specialists will work closely with advisors to ensure that students receive the best possible recommendations and are registered for the appropriate interventions.  They will work in conjunction with literacy faculty to ensure cohesiveness within the program.  

          Digital Digests:  Class schedules, work schedules, and other conflicts that students might have make on-line options essential.  Bail, Zhang, & Tachiyama (2008) describe ways in which on-line learning modules are highly effective with underprepared students in the form of self-regulated learning courses.  Digital Digests for students will include a selection of exercises and tutorials for vocabulary development, active pre/during/post reading strategies, comprehension strategies, retention of information, managing the volume of assigned reading, and test-taking strategies. Digital Digests designed for high school teachers and for WKU faculty who teach “text-heavy” general curriculum courses will provide ideas and techniques for student success in the context of authentic reading and thinking experiences.