NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED018211
Record Type: RIE
Publication Date: 1967
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE EFFECTS ON ACADEMIC GRADES OF ENROLLMENT IN A READING COURSE.
SCHELLER, THOMAS G.
IN FALL 1963, ALL FRESHMEN ENTERING THE UNIVERSITY OF MINNESOTA GENERAL COLLEGE TOOK THE DIAGNOSTIC READING TEST, AND FROM THEM A 110-STUDENT EXPERIMENTAL GROUP AND A SIMILAR CONTROL GROUP WERE RANDOMLY SELECTED. THE EXPERIMENTAL GROUP STUDENTS WERE ASKED TO ENROLL IN A 1-UNIT EDUCATIONAL SKILLS COURSE, WHICH 67 COMPLETED. READING PRETEST SCORES SHOWED NO SIGNIFICANT DIFFERENCES BETWEEN THE GROUPS, NOR WERE SIGNIFICANT DIFFERENCES FOUND BETWEEN THOSE EXPERIMENTAL GROUP STUDENTS WHO COMPLETED THE COURSE AND THOSE WHO DID NOT. MEAN GRADE AVERAGES OVER A 3-QUARTER PERIOD WERE HIGHER IN THE EXPERIMENTAL THAN IN THE CONTROL GROUP, THOUGH THE DIFFERENCES WERE NOT SIGNIFICANT. SIMILAR RESULTS WERE OBTAINED FROM A COMPARISON OF EXPERIMENTAL GROUP POST TESTS AND GRADE AVERAGES WITH THOSE OF A GROUP WHO HAD COMPLETED A DIFFERENT READING COURSE. SINCE THE STUDY DID NOT INCLUDE A POST TEST FOR THE CONTROL GROUP, EVIDENCE WAS NOT COLLECTED ABOUT SKILL IMPROVEMENT WHICH MIGHT HAVE OCCURRED WITHOUT THE COURSE. WHILE FACTORS OF READING AND STUDY SKILLS SEEM TO HAVE LOGICAL GRADE PREDICTIVE ABILITY, THE EVIDENCE OF THIS STUDY INDICATES THAT IMPROVING THESE SKILLS DOES NOT NECESSARILY RESULT IN IMPROVED GRADES. THIS DOCUMENT IS VOLUME 3, NUMBER 3 OF "THE GENERAL COLLEGE STUDIES," 1966-67. (WO)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Minnesota Univ., Minneapolis. General Coll.
Identifiers: Diagnostic Reading Test; MINNESOTA; Minnesota (Minneapolis)