ERIC Number: ED080957
Record Type: Non-Journal
Publication Date: 1972
Reference Count: N/A
The Relationship of Individual Differences to Two Instructional Approaches in a College Reading-Study Skills Course.
Santeusanio, Richard P.
The major purpose of the study was to relate individual differences among selected 1971 freshmen enrolled at Suffolk University, Boston, to their ability to succeed academically through the University's College Reading-Study Skills (CRSS) program, which utilized either a teacher-directed or a student-directed approach. A related purpose was to evaluate the overall effectiveness of the CRSS program. The 87 subjects selected scored below 475 on the verbal section of the Scholastic Aptitude Test and graduated in the bottom 60 percent of their high school classes. They were randomly assigned to one of three groups: a required, non-credit, teacher-directed CRSS class; a required, non-credit, student-directed CRSS class; or a control group receiving no training in reading and study skills. Conclusions of the study were that the CRSS program had only a slight effect on producing significant improvement in the scholastic standing of the students enrolled, and that if alternative instructional treatments are provided for students with different characteristics, a greater proportion of the students required to enroll in the CRSS program should make scholastic improvement. (TO)
Descriptors: College Instruction, Instructional Improvement, Reading Improvement, Reading Programs, Reading Research, Student Centered Curriculum, Study Skills, Teaching Methods
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 73-14,674, MFilm $4.00, Xerography $10.00)
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