Postsecondary Education and Some Dimensions of Literacy Development: An Exploration of Longitudinal Evidence

Autor/inn/en	Bray, Gayle Babbitt; Pascarella, Ernest T.; Pierson, Christopher T.
Titel	Postsecondary Education and Some Dimensions of Literacy Development: An Exploration of Longitudinal Evidence
Quelle	In: Reading Research Quarterly, 39 (2004) 3, S.306-330 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1598/RRQ.39.3.3
Schlagwörter	Reading Achievement; Achievement Gains; Reading Comprehension; Natural Sciences; Literacy; Engineering Education; Books; Undergraduate Students; Student Attitudes; Sex Differences; Race; Prior Learning; Longitudinal Studies + Suchen Sie Ihr Suchwort? Leseleistung; Achievement gain; Leistungssteigerung; Leseverstehen; Naturwissenschaften; Alphabetisierung; Schreib- und Lesefähigkeit; Ingenieurausbildung; Book; Buch; Monographie; Monografie; Schülerverhalten; Sex difference; Geschlechtsunterschied; Rasse; Abstammung; Vorkenntnisse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This exploratory study analyzed longitudinal data from 18 institutions to track the literacy development of 1,054 students during the first three years of college. Reading comprehension and attitude toward literacy activities were assessed at the beginning and end of the study. Students responded annually to questionnaires about college experiences and provided background data. Linear regression procedures were used to predict growth on the outcome measures. With potential confounding influences on literacy growth controlled, students of color made smaller reading comprehension gains than white students, and women made smaller improvements in literacy attitude than men. For the overall sample, growth in comprehension was predicted by credit hours completed, number of assigned books read, instruction perceived as effective, and the number of natural sciences and engineering courses taken. Number of assigned and unassigned books read and involvement in course learning and library experiences predicted improved attitude toward literacy activities. However, the major finding of the study was that the college-experience factors associated with literacy growth varied depending on students' race, sex, and levels of reading comprehension and attitude toward literacy activities prior to college. (Author).
Anmerkungen	International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: customerservice@reading.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10