Academic Literacy and Study Strategies for Secondary-level and College Readers: A Research Update...

Academic Literacy and Study Strategies for Secondary-level and College Readers: A Research UpdateInternational Reading Association’s 2007 Annual ConventionToronto, Ontario, CanadaMay 14, 2007Co-Sponsored Session College Reading and Learning Association

Patricia Mulcahy-Ernt, Ph. D.University of Bridgeport

Patricia Mulcahy-Ernt, Ph. D., IRA 2007

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Research about Academic Literacies

Flippo, R. F. & Caverly, D. C. (2000). Handbook of college reading and study strategy research. Mahwah, NJ: Lawrence Erlbaum Associates.

Kamil, M. L., Mosenthal, P. B., Pearson, P. D., Barr, R. (2000). Handbook of reading research, Volume III. Mahwah, NJ: Lawrence Erlbaum Associates.

Flood, J., Lapp, D., Squire, J. R., Jensen, J. (2003). Handbook of research on teaching the English language arts, 2nd edition. Mahwah, NJ: Lawrence Erlbaum Associates.


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Research about Academic Literacies

• College Teaching• Educational Psychologist• Journal of Adolescent & Adult Literacy• Journal of College Reading and Learning• Journal of Developmental Education• Journal of Instructional Psychology


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Strategic Studying and Learning

Question 1:

What’s characteristic of “learning?”


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Strategic Studying and Learning

Question 1:

What’s characteristic of “learning?” – Meaningful: Surface versus Deep Learning

(Glaser, 1991; Haggis, 2003)– Long-term versus Short-term Effect– Task Specific (Jenkins, 1979)– Subject Specific– Knowledge Rich (Alexander, 1996)

What works? What doesn’t?

Myths, lies, and misconceptions…


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Strategic Study Reading and Learning

How a Learner Processes Information (Mayer, 1988)

• The focus is on the learner, not on teacher instruction.

• This is not reading comprehension as such but the processes inherent in working with texts for the purposes of recalling, remembering, and producing responses.


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Metacognitive Act

“Know what to do and when to do it”

(Allgood, Risko, Alvarez, & Fairbanks, 2000)


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Study Goals

Question 2:

What are basic goals of studying?


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Study Goals

Question 2:

What are basic goals of studying?• Locate Information• Understand and Remember Content• Organize Information (Roe, 2007)


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Self-Regulated Learning (Winne, 1995, Martin, 2004)

• Skill & Will to Learn


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Study Strategies

Question 3:

What are strategies?


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Study StrategiesQuestion 3:

What are strategies?• Study Strategies versus Skills• Procedural (Alexander et al., 2000)

» Internalized Procedures & Heuristics» Effect of Subject-Matter Knowledge

– Purposeful– Effortful– Willful– Essential– Facilitative

• Goal Directed• Efficient


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Study Strategies

Question 4:

Name some widely used college and secondary-level study strategies:Before Reading the Text…

Working with the Text…

After Reading the Text….


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Study Strategies• Before Reading the Text Strategies

– Previewing (Surveying)• Working with the Text Strategies

– Underlining– Notetaking– Annotating– Questioning– Outlining– Mapping

• After Reading Strategies– Summarizing– Reviewing– Remembering Vocabulary

• Taking the Test Strategies


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Study Processes

Question 5:

What are underlying processes for successful study?


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Study Processes

Question 5:

What are underlying processes for successful study? – Encoding– Organizing– Monitoring– Employing a Study Plan

• Selecting the Appropriate Strategy for the Task (such as studying for a test) and for the Domain (for example: English Literature or Mathematics)

(Cukras, G. G., 2006)


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A Theoretical Framework (Weinstein & Mayer, 1985)

• Rehearsal• Elaboration• Organizational• Monitoring• Affective & Motivational


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Study Processes and Strategies

Weak Strong

_________________________________________

Rehearsal Organizational Elaboration

_________________________________________

Underlining Mapping Annotating

Highlighting Outlining Summarizing


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Discussion Question #1

You are preparing for an exam in psychology. The exam will cover about 8 chapters from your course textbook and your class notes. The test is in two weeks. The test focuses primarily on concepts and vocabulary from those chapters. The test includes application-type questions in which you are expected to choose the appropriate term that illustrates the concept. What would be the best study strategies?


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Discussion Question #1You are preparing for an exam in psychology. The exam will cover about 8 chapters from your course textbook and your class notes. The test is in two weeks. The test focuses primarily on concepts and vocabulary from those chapters. The test includes application-type questions in which you are expected to choose the appropriate term that illustrates the concept. What would be the best study strategies?

– Factual Study Guides (Brothen T. & Wambach, C., 2000)

– Concept Mapping (Romance & Vitale, 1999)– Vocabulary Note Cards– Reviewing Lecture Notes (Austin, J. L., Lee,

M.; Carr, J., 2004)– Practice Test-taking (Gloe, 1999; Collins,

1999)


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You have an assignment in your English class to write a paper in two weeks that is a critical analysis of a short story. What would be the best study strategies?


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You have an assignment in your English class to write a paper in two weeks that is a critical analysis of a short story. What would be the best study strategies?

– Annotation– Summarization (Nist & Simpson, 2000)– Generating “why” Questions (Pressley, et al.,

1990)– Theme Writing (SIM, 2006)


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Online Study Processes

Question 7:

What strategies have proven successful in online environments?


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Question 7:

What strategies have proven successful in online environments?

• Reviewing and Revising Self-Authored Text • Notetaking/Mapping (Hartley, 2002)• Speech-to-Text Support (Elliott, L.; Foster, S.;

Stinson, M, 2002)


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• Highlighting• Notetaking• Organizing• Summarizing• Annotating• Mapping


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Study Processes and Strategies

Weak Strong

_________________________________________

Rehearsal Organizational Elaboration

_________________________________________

Underlining Mapping Annotating

Highlighting Outlining Summarizing


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New Literacies

Online Processes• identify important questions • navigate complex information networks to locate

appropriate information• critically evaluate that information• synthesize it to address those questions• and then communicate

(Leu, D. J. et al., 2004; Leu, D., et al., in press)


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Student Factors• Prior Knowledge

– Domain knowledge the student already has (Alexander & Judy, 1988)

– Declarative, Procedural, Metacognitive, Conditional Knowledge, Volitional (Paris, et al., 1983)

• Student Ability– Metacognitive Ability (Nist et al., 1991; Pressley et al., 1987)– Reading Ability (Poor word recognition skills and low

comprehension versus well-developed reading skills)• Motivation

– “Skill and Will”– Internal Drive– Belief that Studying will make a difference in performance

• Interest– Influences how information is processed – Domain Knowledge makes a difference, too, along with

Interest (Shallert, et al., 1995)


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For more information about the presentation contact:

Patricia Mulcahy-Ernt, Ph. D.

Professor of Education

School of Education and Human Resources

Carlson Hall 118

University of Bridgeport

Bridgeport, CT 06604

[email protected]

mailto:[email protected]


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For information about the College Reading and Learning Association:

• Annual Conference• State and Regional Meetings• Tutor Certification• Special Interest Groups• Scholarships• Journal of College Reading and Learning

www.crla.net

Academic Literacy and Study Strategies for Secondary-level and College Readers: A Research Update...

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