ERIC Number: ED240933
Record Type: RIE
Publication Date: 1984-Feb
Evaluative Criteria for College Reading-Study Research. College Reading and Learning Assistance Technical Report 84-02.
Stahl, Norman A.; And Others
Issues pertaining to research on college reading and study skills programs are analyzed, based on a literature review. It is suggested that before educators can provide quality instruction, they need to differentiate practices that are conducive to learning. Evaluative criteria are needed to make such decisions, as well as to design and evaluate experimental investigations. Particularly important are the following: (1) sampling considerations, including a representative study population, randomization, analysis of covariance, and internal validity; (2) independent variables; (3) training in the teaching technique under analysis; (4) instruments that are adequately described and appropriate to the task; and (5) data analysis techniques that are appropriate for the experimental design. To bridge the gap between practice and theory, cooperative research ventures between instructors and researchers must be undertaken. It is suggested that college reading staff need to: understand the contributing role of research, develop the skills necessary for evaluating and conducting studies, and continue to seek the institutional support (release time, seed money, assistants) necessary for conducting applied research. (SW)
Descriptors: Adult Reading Programs, College Instruction, Developmental Studies Programs, Evaluation Criteria, Evaluation Methods, Higher Education, Reading Research, Remedial Programs, Remedial Reading, Research Methodology, Research Skills, Sampling, Statistical Analysis, Study Skills, Teaching Methods, Validity
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Georgia State Univ., Atlanta.
Note: To appear in G. L. Howell and M. D. St. Romain, "Innovative Learning Strategies, 1983-1984," Sixth Biennial Yearbook of the College Reading Improvement Special Interest Group of the International Reading Association.