ERIC Number: ED253187
Record Type: RIE
Publication Date: 1985-Jan
Reference Count: 0
Critical Reading Deficiency: Cause, Scope, Remediation.
The extent of deficiencies in critical reading skills among 153 entering college students enrolled in basic skills reading courses at New Mexico State University was studied. Forty-nine percent of the sample were Hispanic Americans. The students were administered the Nelson-Denny Reading Test and the scores were converted into grade equivalents. While 79 percent earned scores below what would be appropriate for high school students, scores of 8 students were equivalent to the fifth grade or below of elementary school. Among persons who scored deficiently, three reasons were discerned: eccentricities of a test or incidental circumstances that influenced test scores; inadequate functional reading skills; and lack of sensitivity to the full range of critical reading tasks. It is concluded that prefunctional readers require individualized remedial instruction, and those who can read functionally but not critically can benefit from basic skills instruction. The two major instructional foci of critical reading courses are the specification of diverse critical reading tasks and the constraints exerted on those tasks by specialized texts. The establishment of programs that employ alternative measurement instruments to monitor the critical reading skills of entering students is recommended. (SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Regional Conference on University Teaching (1st, Las Cruces, NM, January 9-10, 1985).