Evaluation of the Effectiveness of Remedial Reading Courses at Community Colleges

Autor/in	Lavonier, Nicole
Titel	Evaluation of the Effectiveness of Remedial Reading Courses at Community Colleges
Quelle	In: Community College Journal of Research and Practice, 40 (2016) 6, S.523-533 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2015.1080200
Schlagwörter	Remedial Instruction; Community Colleges; Evaluation; Teaching Methods; Instructional Materials; Textbooks; Conventional Instruction; Instructional Effectiveness; Control Groups; Reading Tests; Reading Comprehension; Vocabulary; Pretests Posttests; Statistical Analysis; College Students; At Risk Students; Higher Education; Reading Skills; Experimental Groups; Nelson Denny Reading Tests + Suchen Sie Ihr Suchwort? Förderkurs; Community college; Community College; Evaluierung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Textbook; Text book; Schulbuch; Lehrbuch; Unterrichtserfolg; Lesetest; Leseverstehen; Wortschatz; Statistische Analyse; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Reading skill; Lesefertigkeit
Abstract	Limited research is available on the effectiveness of remedial college courses. The present study evaluated the effectiveness of two instructional approaches for developmental reading courses at a community college in the southwestern United States. The instructional approaches were traditional textbook-based instruction and strategic-reading instruction. The sample consisted of 64 participants. Half (n = 32) of the participants were in the control group (n = 32) and received traditional textbook-based instruction; the other half (n = 32) were in the experimental group and received strategic-reading instruction. All participants completed the Nelson-Denny Reading Form G at the beginning of the semester and then again 12 weeks later, at the end of the semester. The data were then statistically analyzed to identify any relationships between the type of instruction and the differences between the students' pretest and posttest scores. The null hypotheses for H1 and H2 were rejected because the results of the paired t tests indicated that both traditional textbook-based instruction and strategic-reading instruction have a statistically significant positive effect on students' performance on the test. A one-way ANOVA was conducted to determine whether the pretest/posttest difference scores varied based on the type of instruction. The findings showed that both methods of instruction were equally effective in improving the reading comprehension skills of community college students in a developmental reading course. Based on the findings, community college leaders are encouraged to assess the effectiveness of the instructional methods used in developmental courses to ensure at-risk community college students are receiving the most beneficial instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01