ERIC Number: ED394419
Record Type: RIE
Publication Date: 1996-Apr
The Teaching-Learning Process and Postsecondary At-Risk Reading Students: Cognitive, Metacognitive, Affective, and Instructional Variables Explaining Academic Performance.
Stallworth-Clark, Rosemarie; And Others
This study investigates the combined effect of student characteristics and instructional method on at-risk college students' academic performance. It examines the relationship of student characteristics and instructional methods to the performance variables of students' grades in a mandatory reading/study course for reading-deficient students; students' scores on a college reading placement examination (exiting scores); and students' grade point averages in self-selected, reading-intensive core curriculum courses earned during the quarter subsequent to completion of the reading/study course. Multiple regression commonality analyses indicate that students' cognitive aptitude for college contributed the largest proportion and the only statistically significant variance to the college placement examination exiting scores and to subsequent grade point averages in reading-intensive core-curriculum courses. The at-risk students' metacognitive awareness of reading/study requirements for college and their affect toward learning in college appeared to have had little effect on their performance. Teaching method contributed the largest proportion and statistically significant variance to students' grades with a small effect on grade point average in subsequent reading classes. Students who were in whole language classes received higher grades in the reading/study course; students with reading/learning strategy training earned the highest grade point averages in subsequent core curriculum courses. Those who received basic reading skills instruction earned the lowest subsequent grade point averages in reading-intensive, core-curriculum courses. (Contains 112 references.) (Author/NAV)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-13, 1996).