Reading and writing connections: scaffolding students’ learning and use of an organizing strategy for understanding text

2.50
Hdl Handle:
http://hdl.handle.net/10547/621821
Title:
Reading and writing connections: scaffolding students’ learning and use of an organizing strategy for understanding text
Authors:
Ticke, Lynne
Abstract:
Research shows that successful students are actively engaged in the learning process and have access to a repertoire of learning strategies that they can apply to different learning contexts. Yet many incoming college students arrive academically underprepared for the demands they will face in college. Fortunately, research has also shown that students can benefit from strategy instruction and can learn to become strategic learners. This case study of an introductory psychology course presents a set of instructional practices to foster students’ use of an organizing strategy and to help promote students’ reading of course content. The impact on students’ performance in the class as well as the pedagogical benefits of using the organizing strategy are discussed.
Affiliation:
City University of New York
Citation:
Ticke, L. (2016) 'Reading and writing connections: scaffolding students’ learning and use of an organizing strategy for understanding text'. Journal of pedagogic development 6 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Nov-2016
URI:
http://hdl.handle.net/10547/621821
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/350
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorTicke, Lynneen
dc.date.accessioned2016-11-10T14:23:17Z-
dc.date.available2016-11-10T14:23:17Z-
dc.date.issued2016-11-
dc.identifier.citationTicke, L. (2016) 'Reading and writing connections: scaffolding students’ learning and use of an organizing strategy for understanding text'. Journal of pedagogic development 6 (3)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/621821-
dc.description.abstractResearch shows that successful students are actively engaged in the learning process and have access to a repertoire of learning strategies that they can apply to different learning contexts. Yet many incoming college students arrive academically underprepared for the demands they will face in college. Fortunately, research has also shown that students can benefit from strategy instruction and can learn to become strategic learners. This case study of an introductory psychology course presents a set of instructional practices to foster students’ use of an organizing strategy and to help promote students’ reading of course content. The impact on students’ performance in the class as well as the pedagogical benefits of using the organizing strategy are discussed.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/350en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectReading and writing connectionsen
dc.subjectstrategic learningen
dc.subjectcollege studentsen
dc.subjectreadingen
dc.subjectwritingen
dc.subjectlearning strategiesen
dc.titleReading and writing connections: scaffolding students’ learning and use of an organizing strategy for understanding texten
dc.typeArticleen
dc.contributor.departmentCity University of New Yorken
dc.identifier.journalJournal of pedagogic developmenten
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