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ERIC Number: ED119167
Record Type: RIE
Publication Date: 1975
Pages: 341
Abstractor: N/A
Reference Count: N/A
A Comparison of Classroom-Based and Self-Managed Academic Reading Efficiency Training Programs.
McHargue, Robert Michael
This study was designed to develop and evaluate new methods of helping college students increase their academic reading efficiency. Three new one-unit courses--identical in reading content, tasks, and skills development, but differing in format, amount of structure, and delivery mode--were developed. The teaching methods in these courses were traditional, classroom-based; self-paced, in which students were given programed packets; and self-managed, allowing the students much independence. One hundred eight college students were recruited as subjects. Post-treatment analyses indicated that all treatments results in significantly higher reading efficiency means than that of the control groups; the three treatment groups were not significantly different from each other in producing high reading efficiency scores; based on the number of subjects assigned to treatment, a significantly higher percentage of the classroom-based students completed training during the eleven week quarter than did the self-managed and self-paced groups; and the classroom treatment was significantly more effective in encouraging students to complete treatement within the optimum period. (Author/RB)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-5771, MFilm $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Stanford University