Understanding Community Colleges by John S. Levin

Author:John S. Levin
Language: eng
Format: epub
ISBN: 9781351974974
Publisher: Taylor and Francis

COLLEGE-LEVEL ACADEMIC SKILLS

To understand the nature of academic preparedness, it is helpful to reflect on the intricate concepts and processes involved in reading, writing, and math. To comprehend text, the reader must recognize written words accurately, glean information from the page, and connect that information to personal background knowledge in order to understand and think about the information (Ari, 2016; Lavonier, 2016; Paulson, 2014). This process depends on the ability both to decipher written words on the page and understand oral language (Gough & Tunmer, 1986). Writing involves some of the same processes as reading but also several unique components (Fitzgerald & Shanahan, 2000; Perin, Lauterbach, Raufman, & Santikian Kalamkarian, 2017; Shanahan, 2016; Yancey, 2009). The competent writer employs planning, drafting, and revising processes in a simultaneous and recursive manner (Flower & Hayes, 1981). Fluent writing requires the ability to generate ideas mentally, and transcribe them using the spelling system (Berninger & Chanquoy, 2012). Other important processes are audience awareness (Magnifico, 2010; Philippakos, 2017) and reflection on the text one has written so far while moving towards completion of a composition (Hayes, 1996). Also important in the writing process is discourse knowledge, that is, the writer’s understanding of the purposes of writing activity, the characteristics of well-written text, and procedures needed to express ideas in writing (Olinghouse & Graham, 2009; Perin, Grant, Raufman, & Santikian Kalamkarian, 2017).

The learning of mathematics is based on concepts from basic operations to algebra, and includes the depiction of information in graphs and charts (Hodara, 2011; Urbina-Lilback, 2016). It is thought that students must be able to understand how a problem can be represented mathematically before they can apply computational procedures to solving it (Brenner et al., 1997). Any one academic skill may be learned as an abstract entity, but, for optimal learning, it should then be applied for a specific purpose in a specific context (Yamada & Bryk, 2016).

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