To examine recent research in literacy development and explore teaching strategies that support college students’ comprehension of challenging topics, vocabulary, text structure, and unique disciplinary ways of thinking.
College students are constantly asked to make sense of texts and to create texts in a variety of disciplines. This comprehension challenge multiplies as they move through their program, CORE and complementary courses. While general comprehension strategies may be effective, if one takes the subject matter domain as the starting point, one ends up with different models of what it means to make sense of a text. Learning tasks in different disciplines call for different forms of reading and writing.