Abstract
Most college ESL students are placed in developmental reading programs. To experience success in the mainstream college curriculum, they must achieve an adequate level of reading proficiency as quickly and as easily as possible. This paper advocates content-based reading instruction as an effective way to facilitate this process. After providing a rationale for the content-based approach, the paper then offers student achievement, feedback, and retention data from a study of two variations of content-based ESL reading courses to support the practical efficacy of this approach to ESL reading instruction.
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