Reading Labs in post-secondary settings

1. Angela Henderson
CSU Fullerton
Read 587

2.  Individualized practice with direct instruction
(Nist and Hynd, 1994)
 Self-pacing - promotes personal
responsibility and self esteem (Johnston, 1980)
 Self-regulation (Wambach, Brothen & Dikel, 2000;
Maitland, 2000).
◦ Pre-requisite for self-regulation is a demanding
and responsive environment

3.  Maitland recommends for the reading lab:
◦ 1) students should set personal goals;
◦ 2) students should choose their own materials and
activities;
◦ 3) students should control their learning while
teachers encourage and reinforce their learning;
and
◦ 4) students should self-assess their progress.

4.  Best practices indicate that integrated reading
courses with laboratories have higher pass
rates than programs offered separately
(Boylan 2002).
 Integration must involve the correlation of lab
activities to the course goals and objectives;
required participation in lab activities as part
of the course assignment; and a clear
relationship between the completion of lab
assignments and the course grade (Boylan
2002).

5.  Reading labs are often managed by Learning
Assistance Centers
 Reading faculty work closely with Learning
Assistance personnel
 Learning Assistance must also provide
assessment of their programs
◦ See CRLA white paper

6.  Consider Frank Christ’s Recommendation that
“padagogy precedes technology.” (Flippo &
Caverly, 339)
 Digital Literacy – what does this mean for
Millennial students?
◦ New Media Consortium Report
◦ What we need to Know
 Digital Citizenship
***These Principles must guide our Practice***

7.  Boylan, H. (2002). What works: Research-based best practices in developmental education.
Boone, NC. Continuous Quality Improvement Network with the National Center for
Developmental Education.
 Caverly, D.C. & Peterson, C.L.(2000). Technology and college reading. In Flippo, R.F. &
Caverly, D.C. (Eds.), Handbook of college reading and study strategy research. Mahwah, New
Jersey. Lawrence Erlbaum. 291-320.
 Johnston, S. (1980). Planning and Implementing an Effective Reading and Study Skills Lab.
Paper presented at the Annual Meeting of the California Reading Association (14th,
Sacramento, CA, November 6-8, 1980).
 Kuehner, A.V. The effects of computer instruction on college students’ reading skills. In Stahl,
N.A. & Boylan, H.R. (Eds.), Teaching developmental reading: Historical, theoretical and
practical background readings. Boston, MA. St. Martins. 407-422
 Maitland, L.E. (2000). Ideas in practice: Self-regulation and metacognition in the reading lab.
Journal of Developmental Education 24 (2) 26-36.
 Nist, S.L & Hynd, C.R. (1994). The College reading lab: An old story with a new twist. In
Maxwell, M. (Ed.), From Access to success: A Book of readings on college
developmental education and learning assistance programs. Clearwater, FL. 169-170.
 Wambach, C., Brother, T. & Dikel, T.N. (2000). Toward a developmental theory for
developmental educators. Journal of Developmental Education 24 (1), 2-10.
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