Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

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Millennials Rising: The Next Great Generation

The literature relevant to the combined area of personality and education and learning is summarized, covering almost a century of research and theorizing. Different topics considered important from the aspect of education and learning or from the aspect of personality ape represented. For personality this means that broad domains such as motivation and disposition are represented, and that reference is made to topics such as achievement motivation, character education, and goal orientation. The first few decades of the century are coloured by the unitary character-derived construct persistence of motives ( Webb, 1915), which has an inherent connection to learning and education. The last three or four decades are characterized by a growing consensus in the personality field about basic constructs such as those represented by the Big-Five factors. In addition, emerging issues covering the relationship between personality and intelligence and personality, motivation, and achievement-orientation are described. This review is necessarily incomplete, but most of the central topics in the field of personality and education have been given a place.

Personality in learning and education: a review

A computer program is a series of coded instructions for the computer to obey and represent a method of processing data. Programs can't be written in English. They must first be written using a special language called a programming language. A PROGRAMMING LANGUAGE (e.g. BASIC, PASCAL, and C+) consists of a set of codes and rules which can be used to construct commands for the computer. These commands are read and translated into electronic pulses needed to make the computer work. Programs are written by programmers. A computer language is a set of instructions used for writing computer programs. There are THREE (3) levels of languages: 1. MACHINE LANGUAGE – this was the first language available for programming. It varies from one computer to another, but the basic principles are the same. MACHINE LANGUAGE PROGRAMS are written using a series of 0's and 1's i.e. using a BINARY SYSTEM. All programs written today must be translated into machine language before they can be executed (used) by the computer. EXAMPLE: 110110001 2. ASSEMBLY LANGUAGE / LOW LEVEL LANGUAGE – these were developed to replace the 0's and 1's of machine language with symbols that are easier to understand and remember. Like with machine language, Assembly language varies form one make of computer to another so that a program written in one assembly language will not run on another make of computer. EXAMPLE: LDA 300 ADD 400 STA 500 3. HIGH LEVEL LANGUAGE – these differ from low level languages in that they require less coding detail and make programs easier to write. High level languages are designed for the solution of problems in one ore more areas of the application and are commonly described as application-oriented or problem-oriented languages. High level languages are not machine dependant. Programs written in a high level language must be translated to a form which can be accepted by that computer, i.e.

The computer program

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

Part 1: Framework Chapter 1: History Chapter 2: Academic Literacy Chapter 3: Policy Issues Chapter 4: Student Diversity Part 2: Reading Strategies Chapter 5: Vocabulary Development Chapter 6: Comprehension Development Chapter 7: Reading / Writing Connection Part 3: Study Strategies Chapter 8: Strategic Study-Reading Chapter 9: Motivation and Study Strategies Chapter 10: Notetaking from Lectures Chapter 11: Test Taking Part 4: Program Delivery Chapter 12: Addressing Diversity Chapter 13: Technology Integration Chapter 14: Program Management Chapter 15: Program Evaluation Chapter 16: Reading Tests Appendix: Reading Tests Reviewed

Handbook of College Reading and Study Strategy Research

Two studies examined the short- and long-term effects of teaching strategic reading to first-year college students in a stand-alone course In study one, developmental readers (N = 36) learned PLAN, a strategic reading heuristic Significant pretest-posttest growth was found using cognitive, metacognitive, and affective measures, though no gain was found on a measure of self-efficacy Strategy transfer was found during the next semester according to self-report In a second study of developmental readers over four years, a larger treatment group (N = 51) outperformed a control group (N = 78) on a standardized test and average grade in a reading-intensive history course These developmental readers seemed to learn strategic reading skills that transferred to a future core curriculum course

https://files.eric.ed.gov/fulltext/EJ690841.pdf

The Effectiveness of Strategic Reading Instruction for College Developmental Readers.

A new strategy for content-area reading instruction was successfully introduced by these authors.

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Improving reading in a middle school science classroom Improving reading in a middle school science classroom

Middle school science teachers report using textbooks regularly although these textbooks have been criticized for not following standards-based principles for concept learning, and student reading achievement has been stagnant for 20 years. Effective strategic reading instruction has been documented for middle school students but few teachers use these strategies. To address these issues, a quasi-experimental research study compared middle school students (n = 23) who learned a strategic reading strategy (PLAN) for science textbooks to students (n = 27) who read silently following an audiotaped reading of the text. The strategic reading group significantly outperformed the silent reading group on a comprehension test of scientific concepts (p <. 001) and strategy use (p < .01). The teacher reported that her students gained self-confidence in reading and found reading to be more enjoyable. This research uses a more rigorous design than prior studies of the PLAN strategy but supports previous findings and adds to an understanding of how to implement PLAN.

David C. Caverly

Papers

Handbook of College Reading and Study Strategy Research

The Effectiveness of Strategic Reading Instruction for College Developmental Readers.

Improving reading in a middle school science classroom Improving reading in a middle school science classroom

Improving Reading in a Middle School Science Classroom.

Textbook study reading.