Welcome to the reading resource website! This site was established by the members of the Quality Implementation Committee for MGCCC faculty to gain knowledge and research-based information for the improvement of reading comprehension at Mississippi Gulf Coast Community College.
|A Game: Nine Steps to Better Grades, The||Sufka, K.
|Assessing for Learning||Maki, P.
|Best Practices in College Reading and Learning||Higbee, J., MacDonald, L., Van Blerkom, D., Payne, E., Smilkstein, R.
|Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement||Marzano, R.
|Collaborative Learning Techniques||Barkley, E., Cross, K. & Major, C.
|College Reading and Study Skills ||McWhorter, K.
|College Reading Series (Instructor's Annotated Edition)||
|Creating Electronic Graphic Organizers||Wolny, P.
|Critical Reading for College and Beyond||Daiek, D. & Anter, N.
|Groundwork for College Reading (Instructor's Edition)||Langan, J.
|Groundwork for College Reading with Phonics (Instructor's Edition)||Broderick, B. & Langan, J.
|Handbook of College Reading and Study Strategy Research||Flippo, R. & Caverly, D.
|How to Read a Paragraph: The Art of Close Reading||Paul, R. & Elder, L.
|Improving Vocabulary Skills (Instructor's Edition)||Nist, S. & Mohr, C.
|Laughter is a Basic Skill: A Guide to Using the Comics to Teach Basic Reading Skills||Miller, M.
|Making It Work: College Reading in Context ||DiYanni, R.
|Opening Doors: Understanding College Reading||Cortina, J. & Elder, J.
|Putting It Together: Basic College Reading in Context ||DiYanni, R.
|Reader's Corner (Instructor's Edition)||Kanar, C.
|Reader's Handbook: Reading Strategies for College and Everyday Life ||Smith, B.
|Reading and All That Jazz: Tuning Up Your Reading, Thinking, and Study Skills ||Mather, P. & McCarthy, R.
|Skilled Reader (Annotated Instructor's Edition)||Henry, D.
|Super Teaching||Jensen, E.
|Teaching Information Literacy: 50 Standards-Based Exercises for College Students||Burkhardt, J. & MacDonald, M.
|Teaching Nursing Using Concept Maps||Caputi, L. & Black, D.
|Teaching Strategies for Nurse Educators||DeYoung, S.
|Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension||Willis, J.
|Ten Steps to Advanced Reading (Instructor's Edition)||Langan, J.
|Ten Steps to Advancing College Reading Skills||Langan, J.
|Ten Steps to Building College Reading Skills||Langan, J.
|Ten Steps to Improving College Reading Skills (4th Edition)||Langan, J.
|Ten Steps to Improving College Reading Skills (5th Edition Instructor's Edition)||Langan, J.
|Tool Box for Reading Strategies: Best Practices (LLS 1423 Workshop) 2011||Watson, D.
|Tool Box for Reading Strategies: Best Practices (LLS 1423 Workshop) 2012||Platt, C.
|Active Reading Procedures for Moderating the Effects of Poor Highlighting||Gier, V., Herring, D., Hudnell, J., Montoya, J., & Kreiner, D. |
|Adult Education Literacy Instruction: A Review of the Research||Kruidenier, J., MacArthur, C. & Wrigley, H.|
|Analytic and Pragmatic Factors in College Students' Metacognitive Reading Strategies||Taraban, R., Kerr, M., & Rynearson, K.|
|Are Nursing Students Engaged in Learning? A Secondary Analysis of Data From the National Survey of Student Engagement||Popkess, A. & McDaniel, A.|
|Assessment and Instruction of Oral Reading Fluency Among Adults with Low Literacy||Mellard, D., Woods, K. & Fall. E.|
|Beliefs About Reading, Metacognitive Reading Strategies and Text Comprehension Among College Students in a Private University||Ilustre, C. |
|Best Practices in Vocabulary Instruction||Blachowicz, C.|
|Can Concept Mapping Be Used to Promote Meaningful Learning in Nurse Education?||Irvine, L.|
|Case for the Sentence in Reading Comprehension||Scott, C.|
|Causation, Counterfactuals, and Critical Reading in the Active Classroom||Ripley, B.|
|Close the Book. Recall. Write it Down||Glenn, D. |
|Closing in on Close Reading||Boyles, N.|
|Cognitive/concept mapping: a teaching strategy for nursing.||All, A. & Havens, R.|
|College Students' Academic Performance and Self-Reports of Comprehension Strategy Use||Taraban, R., Rynearson, K., & Kerr, M.|
|College Students' Beliefs About Comprehension When Reading for Different Purposes||Linderholm, T. & Wilde, A.|
|Community-College Professor Finds Inspiration at Harvard||Gonzalez, J.|
|Concept Mapping: Does it Improve Critical Thinking Ability in Practical Nursing Students?||Maneval, R., Filburn, M., Deringer, S., & Lum, G.|
|Concept Mapping: Evaluating the Language Arts Methods Course||Read, S.|
|Conceptual Framework for Teaching Critical Reading to Adult College Students||Marschall, S. & Davis, C.|
|Connecting Reading and Writing: College Learners' Metacognitive Awareness||El-Hindi, A.|
|Creating Common Ground: Common Reading and the First Year of College||Ferguson, M.|
|Critical Editing and Close Reading in the Undergraduate Classroom||Kelemen, E.|
|CTE Teachers as Content Area Reading Teachers||O'Connor, P.|
|Curmudgeon Leery of Composition Theory||Mahon, R. |
|Defining College Readiness from the Inside Out: First-Generation College Student Perspectives||Byrd, K. & MacDonald, G.|
|Development of Metacognitive Reading Awareness Inventory||Chen, M., Gualberto, P. & Led Tameta, C.|
|Developmental Progression of Referential Resolution in Comprehending Online Texts||Yang, Y. & Hung, Y.|
|Discrepant SAT Critical Reading and Writing Scores: Implications for College Performance||Shaw, E., Mattern, K. & Patterson, B.|
|Distractions, Distractions: Does Instant Messaging Affect College Students' Performance on a Concurrent Reading Comprehension Task?||Fox, A., Rosen, J., & Crawford, M.|
|Dyslexia and Difficulties with Study Skills in Higher Education||Mortimore, T. & Crozier, W.|
|Effect of Concept Mapping on Students' Learning Achievements and Interests||Chiou, C. |
|Effect of Text Format Upon Underachieving First Year College Students' Self-Efficacy for Reading and Subsequent Reading Comprehension ||McCabe, P., Kraemer, L., Miller, P., Parmar, R., & Ruscica, M.|
|Effective Study Strategies||Fultz, N.|
|Effects of a Nursing Literature Reading Course on Promoting Critical Thinking in Two-Year Nursing Program Students||Chen,F. & Lin, M.|
|Effects of Discourse Type on Recall||Meyer, B. & Freedle, R.|
|Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits?||Loes, C., Pascarella, E. & Umbach, P.|
|Effects of Reading and Writing Upon Thinking and Learning||McGinley, W.|
|Effects of Wide Reading vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills||Ari, O.|
|Encouraging College Student Success: The Instructional Challenges, Response Strategies, and Study Skills of Contemporary Undergraduates||Kuo, J., Hagle, C. & Miller, M.|
|Enhanced vs. Undifferentiated Text: A Study to Assess the Effects on Readers||Frischknecht, S. & Baker, W.|
|Examination of the Impact of Information-Skills Training on the Academic Work of Health-Studies Students: A Single Case Study||Appleton, L.|
|Expanding the Simple View of Reading in Accounting for Reading Skills in Community College Students||Macaruso, P. & Shankweiler, D.|
|Exploratory Study of Student Perspectives||O'Gara, L., Karp, M. & Hughes, K.|
|Extending Research on the Validity of Brief Reading Comprehension Rate and Level Measures to College Course Success||Williams, R., Skinner, S., & Jaspers, K.|
|Faculty Strategies for Content Reading.||Rutan, I.|
|Feeling Fake in the Classroom||Scheck, A.|
|Flare from the Margins: The Place of Professional Writing in English Departments||Rentz, K.|
|From Active Reading to Reading for Acting: A Case Study of the Transformational Power of Reading||Barden, O.|
|Grading System for Composition Papers||Mahon, R.|
|Harmful Effects of Preexisting Inappropriate Highlighting on Reading Comprehension and Metacognitive Accuracy||Gier, V., Kreiner, D., & Natz-Gonzalez, A.|
|Harvard Report on Reading||Harvard|
|How Prepared Are Students for College Level Reading? Applying a Lexile[R]-Based Approach. Issues & Answers.||Wilkins, C., Hartman, J., Howland, N., & Sharma, N.|
|How to Enhance Reading Comprehension Through Metacognitive Strategies||Cubukcu, F.|
|Ideas in Practice: Supplemental Instruction in Freshman Composition||Hafer, G.|
|Impact of Internet and Television Use on the Reading Habits and Practices of College Students||Mokhtari, K. & Reichard, C. & Gardner, A.|
|Improving Vocabulary and Comprehension Skills of Secondary-Level Students from Diverse Backgrounds||McCollin, M., O'Shea, D. J., & McQuiston, K.|
|Increasing Secondary Reading Comprehension and Reading Proficiency Across Content Areas||Zimmerman, M.|
|Instructional Tools for Nursing Education: Concept Maps.||All, A., Huycke, L., & Fisher, M.|
|Interaction Chain Patterns of Online Text Construction with Lexical Cohesion||Yeh, H., Yang, Y., & Wong, W.|
|Introduction to Faculty Learning Communities||Cox, M.|
|Investigation of the SOAR Study Method||Jairam, D., & Kiewra, K.|
|It's Almost a Mindset That Teachers Need to Change': First-Year Students' Need to be Inducted into Time Management||van der Meer, J., Jansen, E. & Torenbeek, M.|
|Learning Communities for Students in Developmental Reading: An Impact Study at Hillsborough Community College. NCPR Brief. ||Weiss, M. J. ; Visher, M. G. ; Wathington, H.|
|Learning How to Learn: A Model for Teaching Students Learning Strategies||Nordell, S.|
|"Like the Whole Class Has Reading Problems": A Study of Oral Reading Fluency Activities in a High Intervention Setting||Goering, C. & Baker, K.|
|Little Shame Goes a Long Way||Zimmerman, J.|
|Making Learning Visible: The Role of Concept Mapping in Higher Education||Hay, D., Kinchin, I., & Lygo-Baker, S.|
|Measuring Adult Literacy Students' Reading Skills Using the Gray Oral Reading Test||Greenberg, D., Pae, H., Morris, R., Calhoon, M. & Nanda, A.|
|Measuring College Students'Rreading Comprehension Ability Using Cloze Tests. ||Williams, R., Ari, O., & Santamaria, C.|
|Metacognitive Awareness of Reading Strategies Inventory||Mokhtari, K. & Reichard, C.|
|Motivating Novice Students to Read Their Textbooks||Farlex|
|Narrow View of Reading Promotes a Broad View of Comprehension||Catts, H.|
|Navigating Troubles in Paradise||Well, S.|
|Note-Taking Skills of University Students With and Without Learning Disabilities||Hughes, C. & Suritsky, S.|
|Nursing Instructors Must Also Teach Reading and Study Skills||White, H.|
|Paraphrasing: An Effective Comprehension Strategy||Kletzien, S.|
|Postsecondary Reading: What Writing Center Tutors Need to Know||Griswold, W.|
|Practice, Practice, Practice: How to Improve Students' Study Skills||Rozalski, M.|
|Predicting Textbook Reading: The Textbook Assessment and Usage Scale||Gurung, R. & Martin, R.|
|Professor's Dream: Getting Students to Talk and Read Intelligently||Green, A. & Rose, W.|
|Quantitative and Qualitative Measures of Student Learning at University Level||Hay, D., Wells, H., & Kinchin, I.|
|Read-Recite-Review Study Strategy: Effective & Portable||McDaniel, M., Howard, D., & Einstein, G.|
|Reading and Learning Strategies: Recommendations for the 21st Century||Simpson, M., Stahl, N. & Anderson, F., M.|
|Reading between the Lines: What the ACT Reveals about College Readiness in Reading||American College Testing (ACT), Inc..|
|Reading Faster||Nation, P.|
|Reading Strategy Instruction, Metacognitive Awareness, and Self-Perception of Striving College Developmental Readers||Hong-Nam, K. & Leavell, A.|
|Reading with Purpose||Linderholm, T.|
|Reciprocal Teaching of Lecture Comprehension Skills in College Students||Spivey, N. & Cuthbert, A.|
|Relationship Between Reading Comprehension Skill Assessment Methods and Academic Success for 1st Semester Students in a Selected Bachelor of Science Nursing Program in Texas||Cook, J.|
|Rescuing Reading at the Community College||Long, T.|
|Resistance to Reading Compliance Among College Students: Instructor's Perspectives||Lei, S., Bartlett, K., Gorney, S., & Herschbach, T.|
|Reflections on a Faculty Learning Community Experience||Phillips, B. & Phillips, F.|
|Review of the Effectiveness of Guided Notes for Students who Struggle Learning Academic Content||Haydon, T., Mancil, G., Kroeger, S., McLeskey, J., & Wan-Yu, J.|
|Shifting Professional Identities: Reflections on a Faculty Learning Community Experience||Dees, D., Zavota, G., Emens, S., Harper, M., Kan, K., Niesz, T., Tu, T., Devine, M., & Hovhannisyan, G.|
|Strategies for Improving Reading Comprehension Among College Students||Lei, S., Rhinehart, P., Howard, H. & Cho, J.|
|Strategies to Facilitate Reading Comprehension Among College Transition Students||Di Tommaso, K.|
|Struggle to Ensure That Learning Takes Place||Gekker, K.|
|Study Skills and Habits of Female University Students||Al-Hilawani, Y. & Sartawi, A.|
|Teaching Adults to Read With Reading Apprenticeship||Lesmeister, M.|
|Teaching Note-Taking Ski9lls to Underachieving College Students||Robin, A., Foxx, R., Martello, J. & Archable, C.|
|Teaching Reading Strategies and Reading Comprehension Within a Technology-Enhanced Learning Environment||Dreyer, C. & Nel, C.|
|Teaching Students to Summarize||Anderson, V. & Hidi, S.|
|Teaching Textual Conversations: Intertextuality in the College Reading Classroom||Armstrong, S. L. & Newman, M.|
|Ten Lively Lessons Using the Daily Newspaper||Rhoades, L.|
|To Learn to Think in College, Write-A Lot||McCarroll, C.|
|Toward the New Literacy: Changes in College Students' Reading Comprehension Strategies Following Reading/Writing Projects||Falk-Ross, F.|
|Transcending the Divide: Where College and Secondary Reading and Study Research Coincide||Flippo, R.|
|Underachievement Among College Students||Balduf, M.|
|Using a Constructivist Approach With Online Concept Maps: Relationship Between Theory and Nursing Education||Conceicao, S. & Taylor, L.|
|Using an Electronic Highlighter to Eliminate the Negative Effects of Pre-Existing, Inappropriate Highlighting||Gier, V., Kreiner, D., Hudnell, J., Montoya, J., & Herring, D.|
|Using Open-Book Tests to Strengthen the Study Skills of Community-College Biology Students||Phillips, G.|
|Using Research ro Bring Interactice Learning Strategies into General Education Mega-Courses||Prather, E., Rudolph, A. & Brissenden, G.|
|Validity of Highlighting on Text Comprehension||So, J. & Chan, A.|
|Validity of Using a Content-Specific Reading Comprehension Test for College Placement||Behrman, E. & Street, C.|
|Verbal Ability and the Processing of Scientific Text with Seductive Detail in Sentences||McCrudden, M., & Corkill, A.|
|Writing to Read: Evidence for How Writing Can Improve Reading||Graham, SW. & Hebert, M.|
|Active Reading: Comprehension and Rate||Dartmouth|
|Active Reading Strategies||Princeton University|
|Active Reading Strategies||Slippery Rock University|
|Art of Close Reading (Part One) ||Elder, L. & Paul, R. |
|Art of Close Reading (Part Two)||Elder, L. & Paul, R. |
|Art of Close Reading (Part Three)||Elder, L. & Paul, R. |
|A.S.P.I.R.E. A Study System||Study Guides and Strategies|
|B-D-A (Before, During, After)|
|Before, During, and After Approach to Reading||International Center for Leadership in Education|
|Before-During-After Framework||Reading Quest|
|Building Reading Proficiency at the Secondary Level: A Guide to Resources||SEDL|
|Close Reading Literature||University of Texas|
|Concept Map Examples||Kwantlen University|
|Critical Thinking and Nursing||Heaslip, P.|
|Cues, Questions, and Advance Organizers||Northwest Regional Educational Laboratory|
|Effective Textbook Reading Skills||Academic Success Center, Southwestern College|
|Five Keys to Helping Students Read Difficult Texts||Center for Teaching & Learning|
|Focus on Effectiveness: Research-Based Strategies||Northwest Regional Educational Laboratory|
|Graphic Organizers||Houghton Mifflin|
|Holt Graphic Organizer Teaching Notes||Holt|
|How do I Get My Students to Read Their Textbooks? A Handbook of Useful Strategies for Student Engagement||Saddleback College|
|How to Choose Between Different Styles of Thinking Maps||wikiHow|
|How to Read a Scientific Research Paper: A Four-Step Guide for Students and for Faculty||Hampshire College|
|How to Retain Information||College Atlas|
|How to Study and Learn (Part One)||Critical Thinking Community|
|How to Study and Learn (Part Two)||Critical Thinking Community|
|How to Study and Learn (Part Three)||Critical Thinking Community|
|How to Study and Learn (Part Four)||Critical Thinking Community|
|Index of Learning Styles Questionnaire||North Carolina State University|
|Interrogating Texts||Harvard Library|
|Jung Typology Test||Human Metrics|
|Learning Styles, Multiple Intelligence, and Differentiated Instruction||Virginia's CTE Resource Center|
|Learning Styles (Math Study Skills)||Math Study Skills|
|Mind Map||Wales, J.|
|Myers & Briggs Personality Inventory||Myers & Briggs Foundation|
|Note Taking Systems||Cal Poly|
|Professional Development Model - Colleges and Universities that Foster Critical Thinking||Foundation for Critical Thinking|
|Reading Comprehension||Muskingum College|
|Reading Methods: PORPE||Sweet Briar's Academic Resourse Center|
|Reading Your Textbooks Effectively and Efficiently||Dartmouth|
|Specific Types of Reading Strategies||Evergreen State College|
|SQ3R Reading Method||NC State University |
|SQ3R Reading System||Columbia College|
|SQ4R: A Classsic Method for Studying Texts||University of Guelph|
|SQ4R: A Solid Textbook Study System||Lansing Community College|
|Study Guides and Strategies||Study Guides and Strategies|
|Teaching Strategies: Learning Styles in the Composition Classroom||Suite 101|
|Teaching Students to Interact with Text||ASCD|
|Teaching Style Survey||Grasha-Riechmann|
|Text 2 Mind Map|
|Tips for Increasing Reading Comprehension for College Students||Ernest Capraro|
|Using Annotations for Close Reading Exercises||Columbia Center for New|
|Using Think-Pair-Share in the College Classroom||Arizona State University|
|Vocabulary Development||Houghton Mifflin|
|Vocabulary Self-Selection Strategy - VVS||West Virginia Department of Education|
|What Can We Learn From Developmental Reading Research in Postsecondary Education?||National College Transition Network|
|What is Mind Mapping? (and How to Get Started Immediately)||Litemind|
|Word Templates and Cornell Note Taking||Productivity Portfolio|