Abstract:
ABSTRACT
RE-ENVISIONING A COMMUNITY COLLEGE READING
PROGRAM: ACADEMIC READING INSTRUCTION AS
AN INTEGRATED AND RECURSIVE PROCESS
by
© Shawn Marie Delight-Frederking 2010
Master of Arts in English
California State University, Chico
Fall 2010
This thesis describes, analyzes, and then recommends changes to the design
of a community college Reading Program. According to placement test results, the majority
of Willowbrook College (pseudonym) students test below college level in reading
at the time of enrollment; however, the Reading Program only serves a very low percentage
of the students who need reading instruction (approximately 16 percent). This
study describes the existing reading program using data gathered from Willowbrook
employees, course outlines, sample reading textbooks, and the placement test manuals.
The data is then analyzed using current reading and literacy theory from leading experts
in the field including Stephen B. Kucer, Patricia A. Alexander, and Pamela N. Mueller.
Analysis of the program design leads to conclusions about the underlying theoretical
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assumptions in the current program. As a result of this analysis, the author recommends
that Willowbrook change its approach to reading instruction— change is not only recommended
for the theoretical underpinnings driving the reading pedagogy, but also for
the overall design of the Willowbrook Reading Program.
