Remedial Reading: Evaluation of a Reading-and-Study Course With Implications for a College Reading Center
Date of Award:
Master of Science (MS)
David R. Stone
David R. Stone
The main purpose of the study was to evaluate the effectiveness of the method of teaching a "How to Study" class in helping students more adequately meet their reading needs.
Research was conducted to test the reading gains made by students in the program with respect to ability and group size. The results indicate that group size had the greatest effect as to changes in reading behavior.
Instruction was based on diagnosing student needs. It was shown that a significant number of students who decreased in rate of reading, increased in comprehension. The same diagnostic principle was observed for those who were judged able to increase rate, since a significant number in this category also increased in comprehension. It was concluded that the training was effective in helping students to adjust their rate of reading in order to facilitate an increase in comprehension. There was a wide range of individual differences in the actual amount of comprehension increase. The average increase of 14.5 percent was not significant. However, of the 163 students in the program 82 made a 10 percent increase or better.
The principle problem of students making no progress was motivation. While 13.8 percent rated the course as one of the best, 30.2 percent rated the course as above average, and 34.5 percent rated the course average, 14.5 percent rated the course below average, and 6.2 percent were very critical of the course.
Powell, Antoine T., "Remedial Reading: Evaluation of a Reading-and-Study Course With Implications for a College Reading Center" (1968). All Graduate Theses and Dissertations. 5644.
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .