Does Literacy Skill Level Predict Performance in Community College Courses: A Replication and Extension

Autor/inn/en	Allen, Nancy J.; DeLauro, Kimberly A.; Perry, Julia K.; Carman, Carol A.
Titel	Does Literacy Skill Level Predict Performance in Community College Courses: A Replication and Extension
Quelle	In: Community College Journal of Research and Practice, 41 (2017) 3, S.203-216 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carman, Carol A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2016.1179606
Schlagwörter	Correlation; Developmental Studies Programs; Reading Skills; Literacy; Community Colleges; Two Year College Students; English Instruction; Remedial Instruction; Grades (Scholastic); Student Characteristics; Student Placement; Student Records; Multiple Regression Analysis; Regression (Statistics); Texas + Suchen Sie Ihr Suchwort? Korrelation; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Reading skill; Lesefertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Community college; Community College; English langauage lessons; Englischunterricht; Förderkurs; Notenspiegel; Schülerpraktikum; Schülerakte; Regression; Regressionsanalyse
Abstract	Previous research has found a positive relationship between students who had completed a sequence of developmental reading and writing courses and success in a reading-intensive college-level course. This study replicates and expands upon the previous research of Goldstein and Perin (2008) by utilizing a differently diverse sample and an additional literacy-demanding course in an attempt to broaden the findings. Binary logistic regression and multiple regression analyses were performed on data gathered from a large urban community college. The purpose was to predict success and performance--from literacy, demographic, and academic variables--in two literacy-demanding courses, psychology and geography. A number of variables, including literacy skill level, positively predicted successful grades in the courses. This study found that students who had originally tested into a developmental reading and/or writing course upon entrance into a community college and had taken the sequence of developmental courses prior to taking a content course were more successful than students who had placed into a developmental course, but had not taken the developmental sequence. These findings also suggest the more literacy skills a student has gained through completion of higher levels of English courses, the more likely the student will successfully complete a content course in which those skills are required. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01