Currently, many community colleges are struggling with poor student success rates in developmental math. Therefore, this qualitative study focused on employing best practices in developmental mathematics at an urban community college in Dayton, Ohio. Guiding the study were the following research questions: What are the best practices utilized by a…

Reports on a study at North Carolina State University that examined the use of electronic mail to encourage critical literacy among college developmental reading students. States that randomly selected students were paired with professionals who served as online mentors. Reports that, after one semester, this group scored higher than the control…

Compares outcomes in developmental mathematics classes that used lectures with classes that utilized computer-mediated instruction. Finds that the results showed no significant differences on common exams. States that course satisfaction levels, however, were higher in computer-mediated classes, partly because students wanted greater control over…

Compares the effects of explicit instruction of the Preread-Read-Organize-Review (PROR) textbook reading strategy in a course-based context (where students apply reading strategies to their own college textbooks) versus a content-based context (where students apply reading strategies only to texts provided in the reading class). Draws no…

Describes a study that contrasted General Education Development (GED) program students to a group of adults who had recently completed the GED and had then "transitioned" into the college's academic programs. Finds that transition students' enjoyment of learning, studying practices, and satisfaction with the GED program were significantly greater…

Describes a follow-up survey of United States developmental reading programs. Analyzes data and compares them with findings from the previous decade to draw implications for the future of college developmental reading. States that developmental education is dependent on innovative teaching and learning strategies and on an increase in the…

Reviews literature and statistical test data from previously administered student evaluations at Middle Tennessee State University to draw conclusions about evaluation reliability. Five series of tests were performed on the evaluations, comparing measures such as time of class and type of course taught. The most notable finding was that…

Presents preliminary results from a continuing study of academic locus of control (ALOC). Describes ALOC differences between development/nondevelopmental students, males/females, and based on class status and number of developmental courses taken. Reveals a more highly developed sense of internal control among nondevelopmental students. Includes…

Describes the effects of two prewriting strategies for the generation and storage of ideas (external storage and heuristic) on freshman English students' compositions in honors and basic writing classes. Both honors and remedial students produced the best essays when writing under conditions closely approximating their usual prewriting behavior.…

Reports on a study comparing the reading attitudes of developmental reading students and teacher education students at a large midwestern university and community-dwelling adults. Developmental students had significantly lower reading attitude scores, but their reading performance was independent of reading attitude. (DMM)

Describes a five-year study at University College, University of Cincinnati, comparing the writing of basic writing students who (1) did not use computers; (2) used a computer and word processing program; and (3) used a supplementary program guiding students through the writing process. Reports no significant differences in writing quality. (DMM)

Describes a study of reading skills improvement among 362 Morgan State University freshmen who were assigned to a corrective reading course after scoring below the tenth grade level on the McGraw-Hill Reading Test. Posttest scores showed significant improvement in reading skills. (PAA)

Describes a study of gender-based differences in community college students' writing and mathematical skills and performance in college-level writing and math classes following remedial coursework. Reports disparities favoring males in elementary algebra skills and favoring females in writing skills. Finds no gender-based differences in…

Compares English-as-a-Second-Language (ESL) and foreign-language instruction in terms of the context of learning and course goals. Considers the differences in the backgrounds, attitudes, motivations, sociocultural characteristics, personality factors, and learning styles of ESL and foreign-language students. (GFW)

Compares the quality and syntactic complexity of 2 types of essays written by 44 college freshmen in a basic writing course. Essays dealing with group-phenomenon events (intensification) had more words per clause, but received lower quality scores than essays dealing with individually experienced events (initiation). (PAA)