ERIC Number: ED035533
Record Type: RIE
Publication Date: 1969-Dec
Reference Count: N/A
A Comparison of Four Practice Schedules in College Developmental Reading Classes.
Curry, Robert L.
An investigation was conducted to determine whether differing schedules of reading practice had a significant effect on the reading achievement of male college students enrolled in a developmental reading course. Subjects were 80 male students at Central State College, Edmond, Oklahoma. Pretest and post-test results were compared. The Nelson-Denny Reading Test was used to measure vocabulary, comprehension, and reading rate and the Metropolitan Achievement Test to measure spelling. The course format required each student to engage in independent, self-help activities under the guidance of the course instructor. The regular class met 1 hour per day, 5 days a week, for 8 weeks. Students were randomly assigned to one of four treatment groups. The four treatment effects investigated by analysis of covariance were: (1) five 20-minute practice sessions per week, (2) two 50-minute practice sessions per week, (3) two 35-minute and one 30-minute practice sessions per week, and (4) no required practice. Groups with required practice improved significantly (.05) on vocabulary, comprehension, and reading rate. The no-required-practice group improved significantly only in reading rate. Recommendations and references are included. (WB)
Descriptors: College Students, Developmental Reading, Reading Comprehension, Reading Improvement, Reading Programs, Reading Rate, Reading Research, Spelling, Statistical Analysis, Study Habits, Vocabulary Development
Nineteenth National Reading Conference Yearbook
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Reading Conference, Atlanta, Ga., Dec. 4-6, 1969