Abstract
In a recent post to the CASP (College Academic Support Programs) listserve, a skeptical developmental programs instructor asked why more attention can’t be given to remedial readers when designing instruction for developmental education. The instructor’s concern highlights the question: What do we know about students who are not “college-ready” and who enroll in developmental coursework? In particular, where does metacognition fit into their development as skilled readers?
| Original language | English |
|---|---|
| State | Published - Sep 16 2014 |