Recently, Giordano et al. (forthcoming) discuss how the rise of acceleration models, combined developmental writing and reading courses, corequisite composition-level courses has eliminated direct reading instruction for students whose literacy development is dependent on reading instruction. They argue that all writing courses need to be “literacy courses that should combine effective college reading, writing, and learning strategies instruction in order to create more inclusive and equity-minded classrooms and online learning spaces.” In short, if students are to succeed in post-secondary spaces, they need to understand that all learning is tied to reading; thus, they need to learn how to read effectively if they are going to write effectively about their reading. (Smith, forthcoming).

Thus, TYCA created the Reading Network to help teachers in two-year colleges and access-oriented institutions talk about the teaching of reading. Along with our Network partners--CBW, CRLA, CWPA, IWCA, MLA, and OWCA--we offer the following:

• • • A listserv for members to reach out with questions or comments

    • Webinars by members for members

    • An annotated list of scholarly sources

    • Teaching resources

    • Research opportunities

    • Mentoring opportunities for members who want to publish about the teaching of reading

    • Professional development opportunities with all Reading Network partners

This list is not exhaustive; the Reading Network will evolve as needed. 

If you are not a member and would like to become one, click the "Email the TYCA Reading Listserv" below to be added.