ERIC Number: ED185532
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
College Reading and Study Programs: Do They Make Any Difference?
After research between 1960 and 1977 relating to college reading program effectiveness was identified, a statistical procedure called Meta-Analysis was used to integrate findings and determine any composite benefit of instruction. Of 676 references on the initial list, 66 studies were identified as having quantifiable data within the limits of the research criteria. Only 28 studies employed adequate controls and maintained satisfactory validity to warrant inclusion in the Meta-Analysis. Overall, reading-study instruction proved generally beneficial as measured by the dependent variables reading rate, comprehension, grade point average (GPA), vocabulary, and study habits. The "average" student receiving college reading instruction was "better off" than 83% of untreated students. For the 6,140 students who participated in the college reading-study programs or served as controls, significant composite gains in rate, comprehension, vocabulary, and GPA were found. Typical students increased their reading rates by 100-150 words per minute, with corresponding increases in comprehension. An unexpected benefit of instruction was the significant gain measured by change in GPA, with participants achieving a .37 GPA advantage over nonparticipants at the conclusion of instruction. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Western College Reading Association (13th, San Francisco, CA, March 27-30, 1980).