Handbook of College Reading and Study Strategy Research  book cover
3rd Edition

Handbook of College Reading and Study Strategy Research

ISBN 9781138642683
Published May 31, 2018 by Routledge
420 Pages

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Book Description

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

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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