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ERIC Number: ED158228
Record Type: RIE
Publication Date: 1976
Pages: 59
Abstractor: N/A
Reference Count: 0
Developmental Reading at Livingston College, 1974-1976. A Final Report.
Kussat, Reinhart; Farrow, Earl V.
A developmental reading program with a unified approach to the teaching of developmental reading to nontraditional freshmen was designed and initiated at Livingston College, Rutgers University. The two-level program, consisting of curriculum modules based on behavioral objectives and performance criteria, was required for all freshmen who ranked below the fiftieth percentile in paragraph comprehension on the McGraw Hill Basic Skills System Reading Test. Level one stressed literal comprehension development through the following modules: notetaking and study skills, organizational skills, literal comprehension skills, dictionary and library skills, vocabulary skills, and test-taking skills. In addition, level one students were required to study two hours a week in the reading center. Level two focused on inferential and evaluative skills through these six modules: inferential comprehension, reorganization of information, test-taking skills, library skills, critical evaluation, and vocabulary skills. Posttest results, determined by repetition of the McGraw Hill reading test, indicated significant improvement in student reading skills after participation in both course levels. (Tables, charts, and references are appended.) (MAI)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Rutgers, The State Univ., New Brunswick, NJ. Livingston Coll.
Identifiers: McGraw Hill Basic Skills System Reading Test