This study examined the discipline-specific strategies that experts and novices use to read and comprehend literary texts. Findings indicate differences between literary experts and student novices and unique differences between the strategies developmental and non-developmental students employ to read literary texts. These differences have pedagogical implications for DE literacy classes.
Research data will be presented and implications for practice will be discussed. This session will use discussion and question/answer activities to present to and to engage the audience. Thus, we will use our research data as a starting point for a larger group discussion on what it means for the field and for our classroom practices.
