Investigating College-Text Readiness: Literacy Curriculum Audits to Research Practice.

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. [ABSTRACT FROM AUTHOR]