ERIC Number: ED399991
Record Type: RIE
Publication Date: 1996-May-6
Improving College-Prep Students' Reading Skills through the Use of Selected Comprehension Strategies.
A study was undertaken to determine the effectiveness of reading comprehension strategies in improving the reading skills of underprepared students at a community college. The instructional strategies, which included determining main ideas of passages, drawing inferences and conclusions, and building vocabulary within the context of readings, were implemented in a college-prep reading class of 28 students. Outcomes were measured by students' performance on Nelson-Denny and departmental reading tests administered at the beginning and end of the course. In addition, changes in students' attitudes toward reading were determined through responses on a teacher-prepared self-awareness survey distributed during the first and twelfth weeks of the class. Results included the following: (1) while only 4 of the 28 students received passing scores (i.e., 62% or higher) in reading comprehension on the departmental pre-test, 24 did so on the post-test; (2) although there was an average increase of 2.8% between the Nelson-Denny pre- and post-tests, the results were not significant; and (3) with respect to the frequency with which they practiced 10 effective reading behaviors on the self-awareness survey, only 4 students responded "often" on at least 80% of the questions at the beginning of the class, compared to 22 students at the end of the class. Contains 15 references. The survey instruments, reading guides describing the three strategies, and sample exercises are appended. (HAA)
Descriptors: Classroom Techniques, College Preparation, Community Colleges, Educational Testing, Outcomes of Education, Pretests Posttests, Program Effectiveness, Reading Attitudes, Reading Comprehension, Reading Skills, Reading Strategies, Remedial Reading, Skill Development, Two Year College Students, Two Year Colleges
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Master's Practicum Report, Nova Southeastern University.