Abstract
Most public institutions offer some form of academic assistance to help their students adjust to the demands of college level learning tasks. Because these academic assistance efforts vary considerably, ranging from an emphasis on functional reading to an emphasis on strategic learning, it is important to describe these programs and their instructional methodologies and to review the pertinent research supporting them. After examining four critical issues confronting all academic assistance programs, the authors examined the goals, assessment procedures, salient features, and program evaluation methods of four prevalent program models: learning to learn courses, supplemental instruction, required programs for underprepared students, and integrated reading/writing courses. They concluded by outlining suggestions for future research and by listing specific questions that college students need to ask about the programs at their institutions.
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Simpson, M.L., Hynd, C.R., Nist, S.L. et al. College Academic Assistance Programs and Practices. Educational Psychology Review 9, 39–87 (1997). https://doi.org/10.1023/A:1024733706115
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DOI: https://doi.org/10.1023/A:1024733706115