Table Of ContentHandbook of College Reading
and Study Strategy Research
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 imple-
mentations 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.
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 at Old Dominion University, USA.
Handbook of College
Reading and Study
Strategy Research
Third Edition
Edited by Rona F. Flippo and Thomas W. Bean
Third edition published 2018
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 Taylor & Francis
The right of Rona F. Flippo and Thomas W. Bean to be identified as the
authors of the editorial material, and of the authors for their individual chapters,
has been asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent
to infringe.
First edition published by LEA 2000
Second edition published by Routledge 2009
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 978-1-138-64267-6 (hbk)
ISBN: 978-1-138-64268-3 (pbk)
ISBN: 978-1-315-62981-0 (ebk)
Typeset in Bembo
by codeMantra
Contents
Foreword viii
Norman A. Stahl
Preface xi
Acknowledgments xvi
Contributors xvii
PaRt I
Framework 1
Eric J. Paulson
1 History 3
Norman A. Stahl and James R. King
2 College Reading 27
Eric J. Paulson and Jodi Patrick Holschuh
3 Policy Issues 42
Tara L. Parker
4 Student Diversity 61
Theodore S. Ransaw and Brian J. Boggs
5 Social Media 74
Barbara J. Guzzetti and Leslie M. Foley
PaRt II
Reading Strategies 87
Sonya L. Armstrong
6 Disciplinary Reading 89
Thomas W. Bean, Kristen Gregory, and Judith Dunkerly-Bean
v
Contents
7 Vocabulary 98
Michelle Andersen Francis and Michele L. Simpson
8 Comprehension 118
Jodi Patrick Holschuh and Jodi P. Lampi
9 Reading and Writing 143
Sonya L. Armstrong, Jeanine L. Williams, and Norman A. Stahl
10 Gaming and College Reading 168
Janna Jackson Kellinger
PaRt III
Study Skills and Strategies 179
Dolores Perin and Kristen Gregory
11 Academic Preparedness 181
Dolores Perin
12 Strategic Study-Reading 191
Patricia I. Mulcahy-Ernt and David C. Caverly
13 Linguistically Diverse Students 215
Christa de Kleine and Rachele Lawton
14 Study and Learning Strategies 227
Claire Ellen Weinstein and Taylor W. Acee
15 Test Preparation and Test Taking 241
Rona F. Flippo, Victoria Appatova, and David M. Wark
PaRt IV
Programs and assessment 279
David R. Arendale
16 Bridge Programs 281
David R. Arendale and Nue Lor Lee
17 Program Management 293
Karen S. Agee, Russ Hodges, and Amarilis M. Castillo
18 Program Assessment 315
Jan Norton and Karen S. Agee
vi
Contents
19 Student Assessment 326
Tina Kafka
20 Reading Tests 340
Rona F. Flippo, Sonya L. Armstrong, and Jeanne Shay Schumm
Compendium: Commercially Available Reading Tests Reviewed 367
Afterword 381
Hunter R. Boylan
Author Index 385
Subject Index 395
vii
Foreword
Norman A. Stahl
professor emeritus, literacy education, program affiliate, center for the study of
language and literacy, northern illinois university, dekalb, il, usa
With the issuance of the third edition the Handbook of College Reading and Study Strategy Research
and across the past two editions (Flippo & Caverly, 2000, 2009), along with its predecessor vol-
umes published by the International Reading Association (Flippo & Caverly, 1991a, 1991b), this
work has achieved not only the status of a seminal volume, as it has always been known, but also
that of a source that has stood the test of time to become one of the most influential works, if not
the most important work, in the past century for the postsecondary literacy profession. Further-
more, it can be argued that the Handbook of College Reading and Study Strategy Research will continue
to serve as the scholarly benchmark for authors and editors striving to present “state-of-the-art”
publications, not only for the college reading and study strategy fields but also for its kindred spe-
cializations in developmental education and learning assistance.
While the use of the label “Handbook” has created a cottage industry for publisher upon
publisher serving the big tent of educational research and beyond, the Handbook of College Read-
ing and Study Strategy Research retains and furthers its original goal of being the go-to source
for in-depth coverage of theory, research, and praxis from a literature base that spans multiple
disciplines and countless eras. Such a proposition crosses the past two decades as two of our
postsecondary literacy heroes, Martha Maxwell (2000) and Frank L. Christ (2009), penned
similar position statements in the Forewords of the first and second editions, respectively, of
this volume.
This edition of the Handbook of College Reading and Study Strategy Research continues to serve
as a work that must be read by all postsecondary reading specialists who deliver coursework in
college reading or learning strategies, whether the instructional venue is a stand-alone course, a
linked or corequisite course, an Integrated Reading and Writing (IRW) course, or a workshop.
As all theory is inherently practical, and impactful research, whether quantitative or qualitative,
provides the foundation for best practice, those serving in instructional roles should be the first
and primary audience for this work. Maxwell noted in the Foreword for the first edition of this
volume that individuals teaching college reading and study strategy coursework were more likely
than not to be trained in P-12 pedagogy rather than in the theory, research, and best practice
for this field. Such is more than likely to continue to be the case as the third edition is being re-
leased. More so, new delivery systems, such as student success courses and IRW programs, draw
upon faculty (whether tenure track or adjunct) with little or no training in the field. Hence, this
Handbook continues to be the first and best source for the personal professional development of the
instructional force. Furthermore, the knowledge of and competency with the content within this
text must serve as the de facto professional standards for those delivering instruction in the college
reading and study strategy arena.
viii
Foreword
The second audience for the Handbook of College Reading and Study Strategy Research will be the
cadre of graduate students at schools, such as Northern Illinois University and Texas State Univer-
sity, undertaking doctoral studies or those at San Francisco State University and California State
University—Fullerton who are undertaking master’s-level coursework specifically focused on the
college reading and study strategy field. These are the individuals who will be the next generation
of researchers, curriculum designers, and authors of chapters in future editions of this text. The
Handbook, as it covers our past and our present, and hypothesizes about our future, must serve as
the foundational text for many if not all of the courses our future leaders will encounter.
Beyond our colleagues in college reading and study strategy academic units and learning as-
sistance programs are those individuals who have demonstrated tremendous impact on the field
in the years since the second edition of the Handbook was released. These individuals are ad-
ministrators, both in state and federal governmental units, and those policy makers from private
foundations, nonprofit organizations, and think tanks, as well as funded research centers, that have
great impact on such agencies. Given the many technical papers that have influenced the field as
of late, many that never underwent peer review nor eventual publication in impactful journals,
one questions whether individuals from such groups actually read the excellent state-of-the-art
literature summaries in the past editions of the Handbook. Perhaps so; more likely, perhaps not. Yet
with or without such foundational knowledge of the field, they have greatly influenced how local
administrations and trustees have looked at curriculum and instruction, and allocated resources
for local programs. That being said, for the future of the field, members of the profession must be
fully cognizant of our literature base and then share the content found within this third edition
with the aforementioned stakeholders, whether through traditional text, personal meetings, and
professional development sessions or via technology as podcasts, blogs, wikis, etc.
In an era when the call for college and career readiness becomes a mantra for virtually every
secondary school in the country, the Handbook will serve as a most important resource as colleagues
from high schools and postsecondary institutions develop national class Alliance Programs, such as
that between Elgin Community College and its primary feeder schools. The content within this
text provides an extensive literature base that can provide direction for healthy and productive
discussions, leading to and supporting both partnerships and programs that cross the existing bor-
ders. More so than in past decades, the relationship between theory, research, and praxis from the
secondary literacy movement and from the college literacy field must be viewed more as a two-
way street without the historical but artificial roadblocks that do not reflect the developmental
stage and personal progression of the traditional high school to college clientele.
Finally, this Handbook is for the scholars, both those who have contributed these chapters and
those who author articles in the field’s journals, deliver papers and workshops at our conferences,
and author the textbooks used by our students. Just as it should be expected that our field’s scholars
will be fully cognizant of the content in various volumes of the seminal texts in literacy (e.g., the
Handbook of Reading Research, Theoretical Models and Processes of Reading), so it must be expected that
those viewed as the scholars of the college reading and learning field know of and draw from the
theory, research, and practice covered across all three of the Handbook volumes and the two prede-
cessor texts. A thorough knowledge of how the field, along with varied topical areas, has evolved
across our recent history is a scholarly imperative not only for one’s own professional work but also
in the training of future generations of scholars and practitioners. Furthermore, being aware of
the topics within these texts provides one with an understanding of the ebb and flow of the topics,
trends, and issues impacting the field, as we see with the introduction of topics such as disciplinary
literacy, social media, and gaming theory in the newest edition of the Handbook.
Admittedly, this Handbook should not be considered bedtime reading. It requires careful read-
ing and perhaps rereading of chapters. In some cases, it requires also the perusal of chapters found
in earlier versions of the work. The editors and their team members have put together a source that
ix
