1. College Literacy in Content Areas Victoria Appatova University of Cincinnati victoria.appatova@uc.edu CRLA Conference, Houston, TX November, 2012

2. History of Paired Reading at the University of Cincinnati 1983-2012 Mathematics Criminal Justice Sociology Economics Intro to Business Psychology Art History Paired Reading Courses have been offered for:

3. Some Skills needed for Success in Content Area Courses COMPREHENSION OF THE LANGUAGE OF A DISCIPLINE (LECTURES, BOOK INFORMATION, TESTS) NOTE-TAKING TIME MANAGEMENT TEST ANXIETY MANAGEMENT

4. Not Understanding a Lecture Students often have a hard time comprehending language of a lecture and responding to it (Jones, Marketos, Appatova, 2010)

5. Not Understanding Book Information Many textbooks are not written with “ease of reading in mind” (Jones, Marketos, Appatova, 2010)

6. Inability to Extract Relevant Information … especially, when verbal and non-verbal information is combined (Jones, Marketos, Appatova, 2010)

7. Inability to Read Non-Verbal Information (formulas, graphs, charts, tables, etc) Translating non-verbal information into understandable verbal information is often a challenge (Jones, Marketos, Appatova, 2010)

8. Not Understanding a Test Question Students often lack the reading skills to understand a task (Jones, Marketos, Appatova, 2010)

9. Test Anxiety 55.5% of College Algebra students reported being anxious about mathematics (Draznin, 2008) Math anxiety is an often- debilitating fear associated with manipulation of non-verbal information and solving problems (Tobias, 1987).

10. Time Management

11. Not Taking Effective Notes from a Lecture or a Text Simply transcribing notes from a blackboard to paper can be challenging for students (Jones, Marketos, Appatova, 2010).

12. Integrating literacy and communication skills in content area courses ORAL COMMUNICATION –Speaking (sending a message) –Listening (receiving a message) WRITTEN COMMUNICATION –Writing (sending a message) –Reading (receiving a message)

13. READ courses currently taught at the University of Cincinnati: READ 1005 – Reading Academic Texts –Paired with Humanities and Social Sciences READ 1007 – Effective Reading for Mathematics/ Math Success Seminar –Paired with Prep Math and Intro Algebra I READ 1003 – Integrated College Reading –Supports ENGL 1000 and ENGL 1001

14. Focus on Metacognition and Learning Strategies: text annotation note-taking systems (Cornell, SQ3R, HIT, etc.) vocabulary development concept mapping summarizing outlining test development oral presentations reading and creating visuals: charts, pictures, graphs online reading strategies learning with technology; etc.

15. Activities to develop literacy in content areas: Journal writing and formative self-assessment –Math Journals –Psych Journals Journal portfolio and summative self- assessment Peer teaching sessions –Classroom teaching –Reflective essay Focus on word problems in intro math courses Final projects –New and creative learning approaches

16. Paired versus Non-Paired with Introductory Algebra I & II Intro Algebra I Received Transferable Grades (A, B or C) Rate of Withdrawal % Returned to Intro Algebra II Paired53%16%47% Non-Paired43%24%39% 16 Intro Algebra II Received Transferable Grades (A, B or C) Rate of Withdrawal Paired68%15% Non-Paired49%34%

17. Data from 2004-2009 Only data from the Fall terms was included to avoid skewing results with students who were repeating their English or math courses. All comparisons are made between students who scored a 55 or lower on the Degrees of Reading Power test given during New Student Orientation. For the math data, only students who took a developmental math course were considered. Significance was based on a α =.10 level. 17

18. Results Completed any reading course Complete ReadNMath Pass RateEnglish Pass Rate Yes12683.13%75.49% No113273.67%65.49% Statistical testing shows that the pass rates above are significantly different (p-value<0.01). Completed" a reading course = A, B, C, D, or F. In other words, students are more likely to pass their English or Math courses by completing a reading course even if they did not pass the reading course. 18

19. Results Reading paired with math CompletedNMath Pass Rate Math/Read Paired6786.57% Other Read5981.36% NO113273.67% Statistical testing also shows there is a significant difference in the pass rates of students with no reading course when compared with the Math/Read paired courses (p-value<0.01) and other reading courses (p-value=0.094) While there is no significant difference between the pass rates for the two types of reading courses, our level of confidence is far greater when comparing the paired course students to those without a reading course. 19

20. Results Took any reading course Took Read Course?NMath Pass Rate Yes, DRP <=5518162.43% NO, DRP <=55147056.26% NO, DRP >5571366.06% Statistical testing shows that there is a significant difference in the pass rates of students who took a reading course and those that did not (p-value=.056). We can therefore say that students who signed up for ANY reading course, even if they did not complete the course, had a higher pass rate in math than those that did not. Additionally, there is not a significant difference in math pass rates of students with a DRP>55 and those who took a reading course. This indicates that the reading courses are making up for the students’ existing deficiencies in reading. 20

21. Paired Reading & Content Area Courses: Benefits for Students More time to critically process information from content area courses More diverse and advanced curriculum More opportunities for different learning preferences/styles Interdisciplinary learning encourages critical thinking from different perspectives 21

22. Paired Reading & Content Area Courses: Benefits for Students Cont. Opportunity to establish connections among concepts in different disciplines Closer interaction with professors Learning the value of collaboration and team-work More stable social environment as an antidote for low-level self- motivation More confidence through rising to intellectual challenges 22

23. Paired Reading & Content Area Courses: Benefits for Faculty Pedagogical exchange Professional development Closer collaboration Intellectually stimulating not only for students, but also for instructors. 23

24. Paired Reading & Content Area Courses: Benefits for Institutions Improved retention and success rates of under- prepared students Better access and service to underserved populations and under- represented groups 24

25. Acknowledgements 25 Paul Jones, University of Cincinnati, Cincinnati, Ohio Dann Marketos, Columbus State Community College, Columbus, Ohio

26. Discussion 26 Do you agree that there is a direct correlation between mastering the language of a discipline and succeeding in that content area? Please use examples from your experience that prove or disprove this claim.