Tinto, V. (1998). Leaning communities and the reconstruction of remedial education in higher education. Journal of Higher Education, 68(6), 599-623. A version of the document retrieved July 4, 2004, from: http://soeweb.syr.edu/faculty/vtinto/files/%20 Learning %20Better%20Together.pdf The author suggests that variations of learning communities are more effective than stand-alone remedial courses for underprrepared students. A number of institutions have successful concurrently enrolled developmental students in reading courses that are linked to an academic content course which result in higher student outcomes than students enrolled in classes where the curriculum is not coordinated.

Stansbury, S. (2001). Accelerated Learning Groups enhance Supplemental Instruction for at-risk students. Journal of Developmental Education, 24(3), 20-22, 24, 26, 28, 40. In order to both increase Supplemental Instruction (SI) attendance by a wider range of students and improve academic achievement, Accelerated Learning Groups (ALGs) were developed. A pilot study investigated whether at-risk students who participated in an ALG/SI combination demonstrated higher self-efficacy and SI attendance than those who participated in only SI. Results suggested that at-risk students were more likely to participated in 12 or more SI sessions if they attended an ALG/SI combination than if they attended only SI. In addition, the range of final grades was higher for those who attended an ALG/SI combination than for those who attended only SI. The development of prerequisite skills was essential for the efficacy of SI to serve academically underprepared students who may shun the very academic intervention that would be of most help to them. Additional research is warranted to investigate this area.

Stahl, N. A., Simpson, M. L., Hayes, C. G. (1992). Ten recommendations from research for teaching high-risk college students. Journal of Developmental Education, 16(1), 2-4, 6, 8, 10. One of the most cited articles in developmental education, the authors drew on recent research to identify critical practices related to higher student outcomes for students who are academically underprepared.

Simpson, M. L., Stahl, N. A., & Francis, M. A. (2004). Reading and learning strategies: Recommendations for the 21st century. Journal of Developmental Education, 28(2), 2-4, 6, 8, 10-12, 14-15, 32. This is a follow-up to the widely cited publication from Stahl, Simpson, and Hayes (2000) that identifies more critical practices that improve outcomes for students participating in developmental education activities and programs.

Martin, D. C., & Blanc, R. (2001). Video-based Supplemental Instruction. Journal of Developmental Education, 24( 3), 12-14, 16, 18, 45. Developed at the University of Missouri-Kansas City, Video-based Supplemental Instruction is an interactive information processing and delivery system that helps academically at-risk students master rigorous course content as they concurrently develop and refine reasoning and learning skills. Rather than requiring prerequisite enrollment in a traditional developmental course, VSI is a learning system that mainstreams the best practices of developmental education into historically-difficult core curriculum courses such as Western Civilization I, College Algebra, or General Chemistry. The VSI program has been replicated at other institutions in the U.S. and abroad at the secondary and postsecondary level.

Koski, W. S., & Levin, H. M. (1998). Replacing remediation with acceleration in higher education: Preliminary report on literature review and initial interviews. Stanford, CA : National Center for Postsecondary Improvement. Retrieved July 4, 2004, from: http:// www.stanford.edu/group/ncpi/documents/pdfs/4-01_remediation.pdf The authors offer recommendations for alternative delivery systems for remedial and developmental education. Part of the recommendations are based on the successful model of the Accelerated Schools Movement that makes systematic changes within a school district resulting in improved the academic achievement of at-risk elementary and secondary students. Some of the recommended models are: linked/paired courses; Supplemental Instruction; learning communities; critical thinking programs; and student-centered instruction/individualized learning. A number of institutional success stories are cited included General College of UM. Another summary of the report can be retrieved from http://www.finarticles.com/cf_0/m1254/1_31/54051232/print.jhtml.

Clark-Thayer, S. (Ed.). (1995). NADE self-evaluation guides: Models for assessing learning assistance/ developmental education programs. Clearwater, FL: H&H Publishing. These guides were field tested with programs across the U.S. and identify best practices for tutoring, adjunct instructional programs, developmental education courses, and the teaching/learning process. A new edition with updated and expanded best practices in each of these areas will be available in Spring 2007 from H&H Publishing.