NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED222855
Record Type: RIE
Publication Date: 1982-Oct-1
Pages: 17
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
College Reading Strategies for Enhancing Student Retention.
Heerman, Charles E.
It is uncertain what a college reading program can do to enhance retention of college students who leave before graduating. Unfortunately, studies of college reading instruction's impact on grade point average (GPA) have not produced clear results. Additional content instruction, however, has been found to have significant impact on GPA's. Still, these programs do not attempt to measure their effect on reading achievement itself, so it is impossible to say what impact they make on students' reading achievement. A study conducted to determine how broad a range of targeted goals can be achieved by a college reading program found that enrollment in a one-semester reading class facilitated success in English class and that this success, in turn, led to a higher level of retention. Another study suggested that treatments are not undertaken with sufficient duration and intensity to reduce attrition. Another study of a successful program did not mention reading gains. It should be reiterated that teaching students to read, to achieve, and to remain in college are three separate tasks. Reading strategies will not guarantee enhanced student retention. Planners should select specific, realistic, and attainable goals for the college reading program; reading strategies commensurate with targeted goals; and appropriate evaluation criteria, while adjusting the program to the type of client being served and their expectations to realistic outcomes. (JL)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the Plains Regional Conference of the International Reading Association (10th, Omaha, NE, September 29-October 2, 1982).