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1. Supplemental Instruction with Mentoring Support at Anne Arundel Community College. Final Report. (ED413942)
Author(s):
Wolfe, Rosemary
Source:
N/A
Pub Date:
1991-12-31
Pub Type(s):
Reports - Descriptive
Peer-Reviewed:
Descriptors: Academic Achievement; College Faculty; Community Colleges; Community Involvement; Educational Strategies; Faculty Development; Group Instruction; Information Dissemination; Mentors; Program Development; Program Effectiveness; School Community Relationship; Student Leadership; Study Skills; Supplementary Education; Two Year College Students; Two Year Colleges
Abstract: In order to help students make the transition from high school to higher education, the Anne Arundel Community College's (Maryland) Supplemental Instruction with Mentoring Support provides a program of academic support for students enrolled in difficult required courses. The program also creates valuable opportunities for faculty professional development and community interaction. Study sessions are led by community college students who have successfully completed difficult required science, math, and business courses. They re-take the classes and lead study sessions to aid students with mastery of course material and development of study skills. Faculty serve as mentors to the student teachers. In addition, local community leaders provide mentoring support to students in small group sessions and on-site visits, allowing students to interact with leaders in their career fields. Students who participated in the Supplemental Instruction program earned higher mean grades than students who did not participate. 78% of the participants passed the class being supplemented, while 44% of the non-participants passed. They were also retained by the college at higher rates. Faculty and community leader responses confirmed the value of the program. Dissemination of program information is underway at other colleges interested in replicating it. (YKH) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Start Your Day with a Crunch (In the Classroom). (EJ410152)
Kauffman, Dorothy; Wolfe, Rosemary
Reading Teacher, v43 n9 p701 May 1990
1990-00-00
Journal Articles; Guides - Classroom - Teacher
Descriptors: Class Activities; Creative Writing; Critical Reading; Elementary Education; Reading Comprehension; Reading Instruction; Reading Materials; Teaching Methods; Vocabulary Development
Abstract: Shares reading activities--using cereal boxes as reading material--which will energize knowledge and use of vocabulary, fortify comprehension skills, enrich understanding of critical reading, promote use of organizational skills, and encourage improved reporting and writing. (MG)
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3. The Supplemental Instruction Program: Developing Learning and Thinking Skills. (EJ364677)
Wolfe, Rosemary Fanti
Journal of Reading, v31 n3 p228-32 Dec 1987
1987-00-00
Journal Articles; Reports - Research
Descriptors: Content Area Reading; Critical Thinking; Higher Education; Models; Reading Comprehension; Reading Improvement; Reading Instruction; Reading Research; Reading Strategies; Skill Development; Study Skills; Teaching Methods; Test Wiseness; Two Year Colleges
Abstract: Discusses the Supplemental Instruction (SI) approach to teaching study skills using course content. Summarizes the methods used in SI review sessions and reviews data measuring the success of students involved in SI with implications for improving student performance in other difficult courses at the community college level. (SKC)
4. An Examination of the Effects of Teaching a Reading Vocabulary upon Writing Vocabulary in Student Compositions. (ED114818)
1975-00-00
Dissertations/Theses
Descriptors: Doctoral Dissertations; Higher Education; Reading Instruction; Reading Research; Remedial Programs; Remedial Reading; Vocabulary; Vocabulary Development; Writing (Composition)
Abstract: The effects of two methods of teaching a reading vocabulary on writing vocabulary in student compositions were investigated: the teaching of a specific reading vocabulary with students' practice of words in sentences and the teaching of a specific reading vocabulary with students' practice of words in multiple-choice exercises. The retention of students' writing vocabulary after the vocabulary program had been completed was also examined. The subjects were 75 community college freshmen who were required to enroll in a remedial reading course. While the experimental group participated in one of the two vocabulary programs, the control group received no directed instruction in vocabulary. All students wrote three pre-treatment themes, three post-treatment themes, and three delayed themes six weeks after the program had been completed. From the results, it was concluded that the teaching of a specific reading vocabulary can have a facilitative effect on the use of different words in student compositions. In addition, the teaching of a specific reading vocabulary with practice of words in sentences can have an effect on the retention of the use of difficult words in student compositions. (Author/TS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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