Preparing 4 the Final 4:  Getting your Head in the Game

Goals and Objectives: 

1.  Minimize the need for remediation at the postsecondary level for incoming freshmen

     A.  Develop and enhance students’ reading comprehension, vocabulary, fluency, critical thinking and study
           skills needed for success in reading at the college level
     B.  Prepare students to effectively use high-utility strategies for pre-reading, during-reading, and post-reading
     C.  Prepare students to effectively use high-utility strategies for class preparation, during class participation,
           and after class reinforcement of information/learning
     D.  Develop students’ use of information about brain functions and metacognitive processes as they relate to
           learning, concentration, construction of meaning, and retention of learning

2.  Strengthen high school teachers’ understanding and instructional application of content area reading skills
     needed to help students construct meaning, retain information, and apply new learning

     A.  Prepare teachers to use specific high-utility learning and processing strategies
     B.  Prepare teachers to help students transition from high school reading to college level complex text
     C.  Prepare teachers to engage students with active reading strategies and critical thinking skills

3.  Strengthen WKU faculty’s understanding of the reading and study skills support needed by students who are
     underprepared to read and comprehend complex text, think critically at the college level, and actively engage
     in the learning process

     A.  Prepare faculty to use text in meaningful ways that connect with instruction
     B.  Prepare faculty to support student learning using high-utility strategies that enhance comprehension,
           provide for active reading, and aid in retention of information
     C.  Prepare faculty to help students transition from high school reading to college level complex text

4.  Pilot Reading Power course (LTCY 199) model

    A.  Gather data to determine most effective components of intervention to fully prepare students for college
          reading prior to full implementation of model fall 2009 with students scoring 18-19 on the reading portion
          of the ACT to be in compliance with CEP mandates
    B.  Demonstrate that model has potential for replication in high school settings and other Kentucky
          educational institutions
    C.  Test professional development model of teachers and WKU faculty going back to respective institutions
          and working with colleagues to share and implement information, strategies, and methodologies for both
          preparing college readers and supporting those readers in freshmen courses that require heavy reading

                                       
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