Guest editor: Alice S. Horning, Oakland University
When faculty members are asked what they consider the single greatest problem they face in their classrooms on a daily basis, they almost always include reading as a key issue. Faculty comments reflect what could be described as the "don't, won't, can't" problem. That is, students don't read in the ways that faculty expect, and they won't unless faculty find ways to force or coerce reading compliance. Underlying these two significant aspects of the problem is a third, much bigger problem, which is that many students are not able read in the ways faculty would like. This situation is becoming increasingly serious in the face of ever larger amounts of material available in print and online that faculty expect students to read, comprehend, and critically assess. The most effective solution will require work on the part of both students and faculty, in all courses. The articles in this issue present useful findings and approaches that address the problem from both the student side and the faculty side.
Alice S. Horning
Reading to Write in East Asian Studies
Reading at the Threshold
It's Not that They Can't Read; It's that They Can't Read: Can We Create "Citizen Experts" Through Interactive Assessment?
Steven J. Pearlman
Reading and Engaging Sources: What Students' Use of Sources Reveals About Advanced Reading Skills
Not Just for Writing Anymore: What WAC Can Teach Us About Reading to Learn
Mary Lou Odom
When is Writing Also Reading?
Lynne A. Rhodes
High Profile Football Players' Reading at a Research University: ACT Scores, Interview Responses, and Personal Preferences
The Problem of Academic Discourse: Assessing the Role of Academic Literacies in Reading Across the K-16 Curriculum
Justin A. Young and Charlie R. Potter
Horning, Alice S. (Ed.). (2013, December 11). Reading and writing across the curriculum [Special Issue]. Across the Disciplines, 10(4). Retrieved from https://wac.colostate.edu/atd/special/reading/