When Less Is More: Designing Instruction for a Paraphrasing Strategy in the Undergraduate Classroom

• In Event: 46.087 - Poster Session 8
  In Poster Session: 46.087-7 - The Design of Instruction

Abstract

Instructors of undergraduate courses often assign readings to their students. Research in K-12 education suggests that paraphrasing is an effective strategy to help students improve their reading comprehension. However, students in higher education also face considerable challenges in their reading comprehension. This pilot study extends knowledge about the RAP paraphrasing strategy into the university classroom. Using a design-based research paradigm, we evaluate the effectiveness and appropriateness of the RAP paraphrasing strategy in the Science, Technology, Engineering and Math (STEM) classroom. This pilot study adopted the self-regulated strategy development (SRSD) model as a method by which to teach the RAP strategy. Twenty-nine students participated in this pilot study. Preliminary results support providing students with instruction on reading comprehension strategies.

Authors

• Michael Willits, Old Dominion University

• Jill Stefaniak, Old Dominion University