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- Title
Reading and Writing to Learn: Do Required Writing Assignments Promote Reading Compliance and Student Engagement in Social Science Classes?
- Authors
Steffy, Tracy; Bartolomeo-Maida, Maria
- Abstract
Reading compliance predicts student success on exams and overall course grades (Sappington, Kinsey, & Munsayac, 2002), improves classroom dynamics (Burchfield & Sappington, 2000), and leads to greater understanding of course content (Ryan, 2006). When students fail to read it is problematic for professors, but employers also find that many college-educated employees are deficient in reading comprehension and writing ability (Jaschik, 2015; National Endowment for the Arts, 2007). A lack of reading and reading comprehension, therefore, has numerous negative consequences. This research project examined whether the use of required, prompted, low-stakes, written assignments based on assigned readings promotes compliance and engagement with course content in introductory, social science classes. Further, it examined whether the assignment promotes class participation and improves exam scores. The findings suggest that this intervention promotes reading compliance, engagement with the reading, and greater participation in classroom discussion. Student perceptions also revealed a generally positive attitude toward the assignment.
- Subjects
READING; STUDENT engagement; CURRICULUM
- Publication
Currents in Teaching & Learning, 2018, Vol 10, Issue 1, p59
- ISSN
1945-3043
- Publication type
Article