A Developmental Reading Course--What Lasting Effect?

Autor/in	Bryan, William A.
Titel	A Developmental Reading Course--What Lasting Effect?
Quelle	(1974), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Developmental Reading; Grade Point Average; Higher Education; Longitudinal Studies; Reading Comprehension; Reading Rate; Reading Research; Reading Skills + Suchen Sie Ihr Suchwort? Reading; Directed reading activities; Lesen; Leseübung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseverstehen; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseforschung; Reading skill; Lesefertigkeit
Abstract	A longitudinal study was conducted to determine the relative effectiveness of a developmental reading course taught to students in a college of nursing. Forty-two students in the experimental group were enrolled in a ten-week developmental reading course during the first semester of their freshman year; the control group, also composed of 42 students, did not take such a course. Pretests and posttests were administered. In the spring of the students' senior year in college, a reading test was administered to the 16 students from the experimental group and to the 18 students from the control group, who remained in the college. Analysis of the results indicated that, for the control and experimental groups, reading rate, comprehension, and efficiency scores were not significantly different after a four-year period. However, the experimental group maintained a higher reading rate on posttests than did the control group, while the control group maintained a higher posttest comprehension score. The control and experimental groups did not differ significantly in their predicted or earned grade point averages for a four-year period. (GW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01