Skip to search boxSkip to navigationSkip to main content

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

  • Lynne Ticke
Research Output:
Contribution to journal
Article
 Peer-review

Open access

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.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development

Publication milestones

  • Published - 11/2016

Publication status

Published - 11/2016

ISSN

2047-3265

Publication IDs

  • handle.net: 10547/621821

Access to documents

Publication metrics

Metrics

Download statistics
Download count
2