Literaturnachweis - Detailanzeige
| Autor/inn/en | Olson, Mary W.; und weitere |
|---|---|
| Titel | Improving Reading and Test Taking Performance of Minority and Majority Students. |
| Quelle | (1988), (13 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Higher Education; Inferences; Reading Comprehension; Reading Improvement; Reading Research; Reading Skills; Reading Strategies; Remedial Instruction; Remedial Programs; Remedial Reading; Scores; Test Coaching; Test Wiseness; Testing; Tutoring; Pre Professional Skills Tests |
| Abstract | A study was conducted to increase students' passing rates on the reading subtest of the Pre-Professional Skills Test (PPST) by increasing their ability to answer reading items correctly, increasing their comprehension speed, and increasing their confidence in their test-taking abilities. Subjects were 27 students at Southwest Texas State University who responded to notices announcing tutoring sessions. Tutoring groups formed an augmented sample for which matched pairs were created, for a total of 54 subjects. All subjects were students who had failed th reading subtest by 1 to 10 points and had already used the available resources on campus to no avail. Students in the experimental group met in groups of no more than seven students for 1-hour sessions three times a week for nine weeks. During these sessions the students completed speed comprehension exercises, read passages and completed multiple-choice inference questions, discussed the passages and their choices, and discussed test-taking strategies. Of the tutored students, 63% passed the reading subtest at the next PPST testing session, and 37% failed the subtest. Of the matched students only 25% passed the reading subtest, and 74% failed. The type and quality of the remediation provided for the tutored students was different from the remediation efforts typically available for college-level students. The study used effective teaching practices with reciprocal teaching. The remediation emphasized instruction on identified weaknesses, and the small group instruction model also allowed for affective support of high teacher expectations and confidence based on students' graphed progress. (Twenty-five references are attached.) (MG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
