Abstract
Recent reform efforts in developmental education have led to model-development of college literacy instruction without being informed by institution-specific investigations of whether, how, and to what extent new models align with the literacy rigors of next-level courses across pathways. Such work is essential to informing literacy programming at the college level. This manuscript describes a literacy curriculum audit approach that can be employed by faculty. This approach is a systematized method to determine what it means to be college-text ready based on the literacy demands, practices, and expectations in introductory-level general education and career technical education college courses. Supplemental data for this article is available online at https://doi.org/10.1080/87567555.2021.1971600 .
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