English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This article aims to contribute to ongoing research and debate in the area of underpreparedness of university students, with particular reference to the literacy skills and cognitive strategies needed to cope with the demands of academic studies. After a review of the literature in the field, the authors present the findings from a case study of a cognitive learning and academic literacy support programme offered to secondary school learners. They argue that this programme could also be of value to underprepared university students. The programme, called Harcombe's (2001) Integrated Approach to Literacy Instruction (IATLI), was used with a purposively selected group of learners who were struggling with their studies. The authors argue further that a mediated learning support programme offered to secondary school learners that addresses both literacy and cognitive learning strategies, could be of value to underprepared university students.

Redress for academic success: possible lessons for university support programmes from a high school literacy and learning intervention