ERIC Number: ED168624
Record Type: RIE
Publication Date: 1979-Apr-10
Reference Count: 0
Lansing Community College Reading Study.
Jones, Howard J.; Smolen, Diane L.
The Reading Progress Scale (RPS) was administered to 4,714 students from 46 courses ranging from accounting to welding at Lansing Community College in two studies conducted from fall 1975 to spring 1976. The scale which assesses reading skills sought to answer two research questions: (1) is the RPS a good indicator of student persistence in a common course?; and (2) for those students who receive a grade of 0=F through 4=A (such students were defined to be persistors), is the RPS a good predictor of course grade? In the pilot study the RPS was seen as a good predictor of student persistence in only one of 46 course groups--basic composition. Significant correlations were found between the RPS and course grade in 17 of the 46 courses. Scatter plots indicating the nature of the relationship between RPS and course grade were nearly circular, suggesting that the RPS should not be used as a linear predictor of course grade. In the second study only 13 of 40 course groups showed a relationship between RPS and course grade. The data thus suggest that the RPS score and course grade are not consistently related. There exists little evidence in educational research to indicate that a single variable, such as reading level, should be a good predictor of either student persistence or academic performance. (MB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reading Progress Scale (Carver)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979)