This Handbook is the most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators. In response to changing demographics, politics, policy, issues, and concerns in the field of college reading and study strategies since publication of the first edition in 2000, this new edition has been substantially revised and fully updated to reflect the newest research in the field, including six new chapters and a more user-friendly structure to make it easier for researchers, program administrators, college instructors, and graduate students to find the information that they need. In this thorough and systematic examination of theory, research, and practice, college reading teachers will find information to make better instructional decisions, administrators will find justification for programmatic implementations, and professors will find in one book both theory and practice to better prepare graduate students to understand the parameters and issues of this field. The Handbook is an essential resource for professionals, researchers, and students as they continue to study, research, learn, and share more about college reading and study strategy issues and instruction.writing task of Experiment 4, however, students using provided notes wrote longer essays than did students who did not use notes. ... and learning from lectures When left to their own devices, students, even college students, do not take very good notes. ... of compare-contrast essays students wrote about lecture content.
|Title||:||Handbook of College Reading and Study Strategy Research|
|Author||:||Rona F. Flippo, David C. Caverly|
|Publisher||:||Routledge - 2008-08-15|