A Mixed-Methods Analysis of Reading Intervention Effectiveness in the Community College

Autor/in	Dreyer, Melissa
Titel	A Mixed-Methods Analysis of Reading Intervention Effectiveness in the Community College
Quelle	(2012), (138 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Oklahoma State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-2370-2
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Mixed Methods Research; Reading Comprehension; Reading Strategies; Remedial Reading; Intervention; Instructional Effectiveness; Reading Achievement; Pretests Posttests; Two Year College Students; College Faculty; Reading Teachers; Interviews; COMPASS (Computer Assisted Test) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Leseförderung; Unterrichtserfolg; Leseleistung; Fakultät; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Interviewing; Interviewtechnik
Abstract	The purpose of this mixed-methods study was to determine if, when implemented at one two-year post-secondary institution, such K-12 reading comprehension strategies as concept mapping, think-aloud protocols, and Question-Answer Relationships (QAR) elicit change in COMPASS reading test scores of adult readers. Data was collected over four academic semesters at one two-year post-secondary institution. Pre- and post-test scores were compared using SPSS© software. Descriptive statistics were used to analyze the data. Interviews with community college developmental reading teachers were conducted and coded for themes emerging from the data. Data indicated that while statistical significance did not occur, the numerical difference is noteworthy. The researched developmental reading intervention strategies did improve COMPASS post-test scores for a greater percentage of students in the experimental group than those students in the control group. From these two improvements the researcher was able to conclude that the researched developmental reading intervention strategies infused into the traditional developmental curriculum caused students to improve. Interviews with community college developmental reading teachers supported and expanded these finding. Additional conclusions concerning intervention strategies, barriers to success, and the success of developmental reading courses are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10