ERIC Number: ED037323
Record Type: RIE
Publication Date: 1969-Dec
Reference Count: N/A
Differentiation in College Effective Reading Programs.
Pellettieri, A. J.
The varied reading deficiencies of college students of several backgrounds and ability levels are described to illustrate the need for differentiation in effective reading instruction for college students. It is contended that the fact that many good students are slow and poor readers is continually overlooked in reading instruction. Data from five groups who participated in college effective reading programs are presented and discussed. Two groups of entering freshmen who scored above 600 on college board tests were found to have rather consistently high reading comprehension scores on the materials used but great disparity in reading rate. For 15 former college students (with a B.S., M.S., or no degree) more education did not prove to result in either increased reading rate or flexibility. The scores of five poor readers before and after participation in a college reading class are analyzed. Profiles of two Ph.D.'s and two high school honors seniors who markedly improved both reading rate and efficiency are also presented. Tables are included. (CM)
Descriptors: Academic Aptitude, College Freshmen, College Graduates, College Programs, College Students, Graduate Students, Reading Comprehension, Reading Difficulty, Reading Rate, Remedial Programs, Remedial Reading, Talent
Nineteenth Yearbook of the National Reading Conference, Inc., Marquette University, 1217 W. Wisconsin Ave., Milwaukee, Wisconsin 53233
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Reading Conference, Atlanta, Ga., Dec. 4-6, 1969