Teacher-Scholar: The Journal of the State Comprehensive University
DOI
https://doi.org/10.58809/VZAE2047
Abstract
READ 101 is a college freshman literacy intervention course at a southeastern U.S. regional university created to increase student retention and persistence and to serve as an alternative to the traditional developmental reading model. READ 101 was created within a dedicated university infrastructure and is a credit-bearing course that counts toward student GPA and graduation requirements and is taught by full-time credentialed faculty. It utilizes a philosophy of intervention instead of remediation, requiring that instruction be based upon where students need to be rather than the level at which they currently read. READ 101 is structured around research-based literacy practices. READ 101 has been successful, as evidenced by increased student retention and persistence among those who have successfully completed the course.
Recommended Citation
Logsdon, Jeremy and Super, Daniel
(2024)
"Beyond Credit: The Philosophy and Practice Behind a College Freshman Literacy Intervention Course,"
Teacher-Scholar: The Journal of the State Comprehensive University: Vol. 13:
Iss.
1, Article 2.
DOI: https://doi.org/10.58809/VZAE2047
Available at:
https://scholars.fhsu.edu/ts/vol13/iss1/2
Included in
Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Language and Literacy Education Commons
