ERIC Number: ED366370
Record Type: RIE
Publication Date: 1993
Corrective Strategies in Reading for At-Risk Community College Students.
Focusing on corrective strategies for improving reading skills of at-risk community college students, this document reviews the history of such strategies, highlights current efforts, and assesses future needs. The first section traces the history of remedial reading programs at community colleges, beginning with small individualized sections introduced after World War II, and reviews guiding principles for corrective reading developed in 1965 by Savin Cohen, techniques proposed in 1975 by Kenneth M. Ahrendt, and information on a 1983 computer-based course at Cuyahoga Community College (Ohio). The second section reviews the current state of corrective reading efforts, highlighting programs at Nassau Community College (New York), Rock Valley Community College (Illinois), Moraine Valley Community College (Illinois), Evergreen Community College (California), and the University of Toledo Community and Technical College (Ohio). This section also reviews a study conducted at Austin Community College (Texas) which found no significant differences between the performance of computer-assisted and text-based remedial reading students but improved scores for increased practice time. The final section presents recommendations for improving remedial reading programs based on evaluations of existing programs, including requiring all curricular students to complete an assessment program, providing program assistants for students experiencing difficulties, teaching sociology or psychology with remedial reading, and utilizing computers in instruction. References and annotated bibliographies are included with each section. (ECC)
Descriptors: Classroom Techniques, Community Colleges, Computer Assisted Instruction, Corrective Reading, Educational History, Program Descriptions, Program Effectiveness, Program Evaluation, Reading Assignments, Reading Comprehension, Reading Difficulties, Reading Instruction, Reading Programs, Reading Tests, Remedial Reading, Teaching Methods, Two Year Colleges
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: M.S. Requirements, Long Island University.