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Supplemental Instruction and Beyond: An Evaluation of SI and Developmental Education Theoretical Alignment

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Title: Supplemental Instruction and Beyond: An Evaluation of SI and Developmental Education Theoretical Alignment
Language: English
Authors: Katy Glass, Emily K. Suh, Britt Posey, Sam Owens
Source: Learning Assistance Review. 2026 30(2):23-40.
Availability: National College Learning Center Association. Web site: http://www.nclca.org/tlar
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: Adult Education
Postsecondary Education
Descriptors: Supplementary Education, Academic Support Services, Remedial Programs, Developmental Studies Programs, Educational Theories, Adult Learning, Postsecondary Education, Learning Theories, Student Needs
ISSN: 1087-0059
Abstract: Supplemental instruction (SI) has been in existence for nearly five decades and was initially introduced as a practice for "high-risk courses." Little attention has been paid to the applicability of SI to developmental education contexts; however, the rapid expansion of developmental education reforms, including acceleration and integration, increases the need for us to consider the utility of this practice in a wider range of college settings. In this article, we examine the alignment between SI and adult learning and development theories--the theoretical foundations of developmental education. We conclude with practical examples of how SI has been successfully applied to developmental English contexts at one community college.
Abstractor: As Provided
Entry Date: 2026
Access URL: https://www.nclca.org/tlar_issues
Accession Number: EJ1500963
Database: ERIC
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  Data: Supplemental Instruction and Beyond: An Evaluation of SI and Developmental Education Theoretical Alignment
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  Data: Supplemental instruction (SI) has been in existence for nearly five decades and was initially introduced as a practice for "high-risk courses." Little attention has been paid to the applicability of SI to developmental education contexts; however, the rapid expansion of developmental education reforms, including acceleration and integration, increases the need for us to consider the utility of this practice in a wider range of college settings. In this article, we examine the alignment between SI and adult learning and development theories--the theoretical foundations of developmental education. We conclude with practical examples of how SI has been successfully applied to developmental English contexts at one community college.
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      – Text: English
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        Type: general
      – SubjectFull: Academic Support Services
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      – SubjectFull: Remedial Programs
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      – SubjectFull: Developmental Studies Programs
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      – SubjectFull: Student Needs
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      – TitleFull: Supplemental Instruction and Beyond: An Evaluation of SI and Developmental Education Theoretical Alignment
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