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

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Bibliographic Details
Title:	Supplemental Instruction and Beyond: An Evaluation of SI and Developmental Education Theoretical Alignment.
Authors:	Glass, Katy¹, Suh, Emily K.², Posey, Britt¹, Owens, Sam²
Source:	Learning Assistance Review (TLAR). Winter2026, Vol. 30 Issue 2, p23-40. 18p.
Subject Terms:	Adult learning, Education theory, Curriculum, Developmental programs, Academic support programs, Community colleges, *Academic improvement
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. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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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. [ABSTRACT FROM AUTHOR]
ISSN:	10870059