The most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators, the Third Edition of the Handbook of College Reading and Study Strategy Research reflects and responds to changing demographics as well as politics and policy concerns in the field since the publication of the previous edition. In this thorough and systematic examination of theory, research, and practice, the Handbook offers information to help college reading teachers to make better instructional decisions; justification for programmatic implementations for administrators; and a complete compendium of 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 strategies. Addressing current and emerging theories of knowledge, subjects, and trends impacting the field, the Third Edition features new topics such as disciplinary literacy, social media, and gaming theory.
Table of Contents
Foreword, Norman A. Stahl
PART I Framework
PART 1 Introduction, Eric J. Paulson
1. History, Norman A. Stahl and James R. King
2. College Reading, Eric J. Paulson and Jodi Patrick Holschuh
3. Policy Issues, Tara L. Parker
4. Student Diversity, Theodore S. Ransaw and Brian J. Boggs
5. Social Media, Barbara Guzzetti and Leslie Foley
PART II Reading Strategies
Part II Introduction, Sonya Armstrong
6. Disciplinary Reading, Thomas W. Bean, Kristen Gregory, and Judith Dunkerly-Bean
7. Vocabulary, Michelle Andersen Francis and Michele L. Simpson
8. Comprehension, Jodi Patrick Holschuh and Jodi P. Lampi
9. Reading and Writing, Sonya Armstrong, Jeanine Williams, and Norman A. Stahl
10. Gaming and College Reading, Janna Jackson Kellinger
PART III Study Skills and Strategies
Part III Introduction, Dolores Perin
11. Academic Preparedness, Dolores Perin
12. Strategic Study-Reading, Patricia I. Mulcahy-Ernt and David C. Caverly
13. Linguistically Diverse Students, Christa de Kleine and Rachele Lawton
14. Study and Learning Strategies, Claire Ellen Weinstein and Taylor W. Acee
15. Test Preparation and Test Taking, Rona F. Flippo, Victoria Appatova, and David Wark
Part IV Programs and Assessment
Part IV Introduction, David Arendale
16. Bridge Programs, David Arendale and Nue Lor Lee
17. Program Management, Karen Agee, Russ Hodges, and Amarilis M. Castillo
18. Program Assessment, Jan Norton and Karen Agee
19. Student Assessment, Tina Kafka
20. Reading Tests, Rona F. Flippo, Sonya Armstrong, and Jeanne Shay Schumm
Compendium: Reading Tests Reviewed
Afterword, Hunter Boylan
Rona F. Flippo is Professor of Education at the University of Massachusetts Boston, College of Education and Human Development, USA.
Thomas W. Bean is Professor of Literacy/Reading and the Rosanne Keeley Norris Endowed Chair, Old Dominion University, USA.
"[A] landmark volume in the field of postsecondary literacy….[T]he wide range of topics addressed and recommendations provided for classroom practice and future research studies ensure that this third edition of the Handbook of College Reading and Study Strategy Research will remain a useful resource for the field."
--Journal of College Reading and Learning, 49: 146-149, 2019
"Indeed, if the field of postsecondary reading and study strategies is to survive and prosper, it is critical for all involved to collaborate. This third edition of the Handbook of College Reading and Study Strategy Research serves as a platform for encouraging and exploring ‘partnerships across the not so invisible divide’ (Flippo & Bean, 2018, p. xi). Equally important, the handbook can be a catalyst for advancing and continuing conversations locally and globally, which will help both scholars and practitioners continue to make informed decisions that help promote success for all students."
--Journal of Adolescent and Adult Literacy 63(5), March 2020