Developing reading in a first-year academic literacy course

Abstract

The main purpose of this paper is systematic to outline a reading intervention in the teriary sector. As part of our critical-reflective practice, we present a theory-informed outline of the course and the process of implementation. In spite of the limitations of a pre- and posttest research design, we outline findings which suggest that the intervention may have made a difference. In conclusion, we recommend that the targeted course become a site for continued small-scale action inquiry.