ERIC Number: ED201372
Record Type: RIE
Publication Date: 1981-Mar
Reference Count: 0
Credibility through Accountability in a Community College Reading Program.
Swindling, James A.
A study was conducted at Eastfield College, Texas, to assess the impact of remedial reading instruction on the academic achievement of students with reading skill deficiencies. The study involved all students whose basic skills were assessed at Eastfield College and who received academic advisement between April 1978 and August 1978 (N=898). Of the students, 66% (N=586) scored above 9.2 on the Nelson-Denny Reading Test. Of the 313 students who scored below 9.0 on the test, 33% enrolled in a developmental reading course and 45% did not. Students' records were subsequently monitored for two years to identify significant differences between the groups in terms of average hours attempted, average hours completed, attrition, and grade point average (GPA). The study revealed that: (1) the students reading at a 9.2 grade reading level attempted an average of 9.2 hours per semester, completed an average of 7.4 hours, had an 80% persistence rate, and earned a GPA of 3.0; (2) the poor readers who took the reading improvement course attempted an average of 8.7 hours per semester, completed an average of 6.4 hours, had a persistence rate of 26%, and had a GPA of 2.9; and (3) the poor readers who did not take the reading course attempted an average of 5.7 hours per semester, completed an average of 3.3 hours, persisted at a rate of 58%, and had a GPA of 2.6. Implications of the findings for institutional accountability are discussed in the study report. (JP)
Publication Type: Opinion Papers; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Eastfield College TX
Note: Paper presented at the Annual Conference of the Western College Reading Association (14th, Dallas, TX, April 9-12, 1981).