Date of Award:

1972

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation

Advisor/Chair:

Sara Lyon James

Abstract

The purpose of this study is to determine the effectiveness of 20 hours of remedial reading instruction as compared with 20 hours of vocabulary instruction on a select group of university freshmen in the Remedial English Program. Three measures of effectiveness used were comprehension, rate, and effective reading rate. The effective reading rate was determined by computing the arithmetic product of level of comprehension and rate of reading. The results indicated that for this particular population, using the materials and instructional techniques described, neither group increased reading rate at the .01 level of significance. The effective reading rate of the reading group increased significantly at the .05 level.

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