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ERIC Number: ED327839
Record Type: Non-Journal
Publication Date: 1990-Dec
Pages: 16
Abstractor: N/A
Reference Count: N/A
An Evaluation of a College Developmental Reading Program.
Eanes, Robin; Tutchings, Terry
A study examined the efficacy of the developmental reading program at St. Edwards' University and the "linked course model" in particular. Subjects, 100 of 365 first-time freshmen enrolled in the fall semester (excluding international students), had SAT or ACT scores low enough to be placed in the developmental reading program. At the end of one year of instruction, the 100 students in the reading program were compared to the remaining 265 students in terms of retention rate, cumulative hours, and cumulative grade point averages. Of the 88 students who actually enrolled in reading courses, 16 were enrolled in a biology class which was "linked" to a developmental reading and English course. In linked courses, reading material from the biology course was used in the developmental courses. Six of the students took the biology course but were enrolled in a non-linked reading course. The remaining 66 students were enrolled in non-linked reading courses. Results indicated that (1) the developmental group of students contained proportionately more males and minority group members than the other group of freshmen; (2) there were virtually equal outcomes for all groups of freshmen in terms of retention, cumulative hours, and cumulative grade point averages; (3) developmental students in linked courses achieved slightly more credit hours than did the developmental students in non-linked courses; and (4) the grade-point averages of linked-course, developmental students surpassed those of other students in reading courses. (Three tables of data are included.) (RS)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A