and consequently, test scores. Again, students need to be engaged as soon as “developmental they start their first semester” (Pruett & Absher, 2015, p. 38). The unfortunate lack of motivation that exudes from many remedial students is contagious, and must be overcome. In English remediation, many of these students have long struggled with reading fluency and comprehension issues and seldom are avid readers for pleasure. The continual struggle is exacerbated at the collegiate level where texts are frequently dry, and engagement of the reader is not the goal (Donalson & Halsey, 2013). Tracking compositional growth through cross-submission of papers and supplemental coursework as needed can streamline the developmental sequence into the career focused requirements of the student and allow for quicker advancement and thus greater engagement. Recently, Furtwengler (2015) addressed the advantages of ability grouping among three levels of honors students. Further comparisons among honors and non-honors students showed considerable enhancements among all groups. As may be suspected, the honors students require less structure and intervention than some of the non-honors students. It is likely that the same can be said for any three sets of ability grouped student. The trend in recent years, however has been greatly geared toward the embedding of the student into the classroom and reducing or eliminating divisions between groups. This focus has resulted from a concern about social hierarchies and personal esteem issues. Contrastingly, the recent Higher Education Opportunities Act (HEOA) has provided additional funding to intellectually disabled students seeking attendance at post-secondary institutions (VanBergeijk & Cavanaugh, 2012). The program having been initiated in 2008, data are not prolific. However, the program is advanced, particularly among those on the levels of the autism spectrum disorders. The expansion of disability services will
and consequently, test scores. Again, “developmental students need to be engaged as soon as they start their first semester” (Pruett & Absher, 2015, p. 38). The unfortunate lack of motivation that exudes from many remedial students is contagious, and must be overcome. In English remediation, many of these students have long struggled with reading fluency and comprehension issues and seldom are avid readers for pleasure. The continual struggle is exacerbated at the collegiate level where texts are frequently dry, and engagement of the reader is not the goal (Donalson & Halsey, 2013). Tracking compositional growth through cross-submission of papers and supplemental coursework as needed can streamline the developmental sequence into the career focused requirements of the student and allow for quicker advancement and thus greater engagement. Recently, Furtwengler (2015) addressed the advantages of ability grouping among three levels of honors students. Further comparisons among honors and non-honors students showed considerable enhancements among all groups. As may be suspected, the honors students require less structure and intervention than some of the non-honors students. It is likely that the same can be said for any three sets of ability grouped student. The trend in recent years, however has been greatly geared toward the embedding of the student into the classroom and reducing or eliminating divisions between groups. This focus has resulted from a concern about social hierarchies and personal esteem issues. Contrastingly, the recent Higher Education Opportunities Act (HEOA) has provided additional funding to intellectually disabled students seeking attendance at post-secondary institutions (VanBergeijk & Cavanaugh, 2012). The program having been initiated in 2008, data are not prolific. However, the program is advanced, particularly among those on the levels of the autism spectrum disorders. The expansion of disability services will
Davis_Deborah_Proposal_05-31-2017.docx