This project evaluated pedagogical outcomes of a state-mandated curricular shift to Integrated Reading and Writing coursework in Texas. Asking the question, “Does IRW work better than stand-alone reading and stand-alone writing?” this session presents the results of research on the efficacy of IRW courses across all Texas community college districts.
We will use a PPT as a visual aid but will focus on engaging the audience through rich description of the study, its outcomes, its impact, and links to the classroom. A handout will be provided for attendees. Two graduate students involved in this project will be a part of the presentation team.
