Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.

中文翻译：

---

教学业准备不足的大专学生

在美国，只有 25% 到 38% 的中学毕业生是熟练的读者或作家，但许多人继续接受高等教育，在那里他们参加旨在帮助他们提高基本学术技能的发展教育课程。然而，这一人群的结果很差，一个问题可能是教学方法需要改变。本章讨论了学业准备不足的大专学生的教学方法，以及如何改变教学以提高学生成绩。文献中报道了各种各样的方法，包括离散技能的教学、提供策略指导、融合新的和多元的文学、采用学科和情境化的方法、使用数字技术以及整合阅读和写作教学。然而，该领域尚未形成明确的理论框架或文献体系，指出该领域的教学可能会如何改进。根据我们对文献的阅读，我们推荐了未来研究的方向，这些方向可以为高等教育阶段准备不足的学生的教学变化提供信息。