Project Title

Accelerating Student Success with a Co-requisite Literacy Model

Department

English and Theatre

Abstract

This study examined student success in an accelerated, integrated literacy course piloted in 2013. Since 2013, 74% of students enrolled in the co-requisite first-year reading and writing course, ENG 101R, met developmental requirements and earned ENG 101 credit in their first semester at EKU. Since 2015, those students who subsequently enrolled in ENG 102 passed at a rate comparable to students who did not have developmental requirements. ENG 101R students’ self-reports and written assignments indicate that students gained confidence and improved critical reading and writing skills.

Presentation format

Poster

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Accelerating Student Success with a Co-requisite Literacy Model

This study examined student success in an accelerated, integrated literacy course piloted in 2013. Since 2013, 74% of students enrolled in the co-requisite first-year reading and writing course, ENG 101R, met developmental requirements and earned ENG 101 credit in their first semester at EKU. Since 2015, those students who subsequently enrolled in ENG 102 passed at a rate comparable to students who did not have developmental requirements. ENG 101R students’ self-reports and written assignments indicate that students gained confidence and improved critical reading and writing skills.