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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

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Open admissions, orality,aand literacy.

¹Forest Park Community College, St. Louis, Missouri.

Journal of Youth and Adolescence

|January 14, 2014

Summary

This summary is machine-generated.

Open admissions students often think orally, differing from college

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Area of Science:

Higher Education
Pedagogy
Sociology of Education

Background:

Open admissions policies increase access to higher education.
Many incoming students possess oral learning and thinking styles.
Traditional college environments often favor literate modes of thought.

Purpose of the Study:

To examine the challenges faced by highly oral students in traditional college settings.
To explore necessary pedagogical shifts for supporting oral learners in higher education.
To advocate for instructional modifications that align with diverse student learning styles.

Main Methods:

Qualitative analysis of student learning and thinking styles.
Examination of pedagogical assumptions in community college settings.
Review of instructional practices for open admissions students.

Main Results:

Highly oral students' thinking differs significantly from the detached, objective style valued in academia.
Effective learning for oral students requires teachers to adapt their assumptions and instructional methods.
Remedial courses alone are insufficient; systemic changes in teaching are necessary.

Conclusions:

The success of open admissions hinges on faculty adapting teaching to accommodate oral learning styles.
Educators must recognize and value diverse cognitive approaches.
Institutional support for pedagogical innovation is crucial for realizing the promise of open access education.