Toward a theory-based developmental reading program

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Elizabeth Renn (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Elizabeth Chiseri-Strater

Abstract: Developmental reading programs have historically resisted intentional application of literary and rhetorical theoretical frameworks. This dissertation argues that a developmental reading program would benefit from curriculum design that is based on reading theory, specifically reception theories and rhetorical theory. Pedagogical practices based on these theories would shift the focus of reading instruction away from the text and toward the student, allowing and empowering the developmental student to take ownership of the meaning-construction that takes place during reading. By tracing the history of the developmental reading department of one community college, I am able to demonstrate why a developmental reading department would fail to rely on reading theory from the start, how a department can unify its basis in developmental education theory with reading theory, and how this will impact developmental reading students in the department.

Additional Information

Language: English
Date: 2008
Developmental reading programs, application, literary , rhetorical theoretical frameworks, developmental reading program, curriculum design, reading theory, reception theories, rhetorical theory, Pedagogical practices, reading instruction
Reading comprehension $x Study and teaching.
Rhetoric $x Education..
Developmental reading $x Study and teaching
Educational innovations.

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