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ERIC Number: ED534039
Record Type: Non-Journal
Publication Date: 2011
Pages: 147
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1248-4290-5
Help Me Read: Student Characteristics, Reading Attitudes, and Perceptions within a Developmental Reading Course
McDowell, Forrest D., Jr.
ProQuest LLC, Ph.D. Dissertation, Texas A&M University - Corpus Christi
The research compiled ten-year, foundational information about students enrolled in a developmental reading course. The institutional data collected included student enrollment, demographics, and academic markers of success. A pre/post survey examined students' reading attitudes to determine if reading attitudes changed through the course enrollment. Student surveys during the semester explored how developmental reading students perceived the purpose of the course and whether they believed the course was a benefit to their overall academic success. Hispanic students were the largest ethnicity enrolled in the course and International students became a noticeable presence in the course. Developmental reading students had a 10-year average pass rate of 68.8%, a one-year student retention rate (at the University) of 60.1%, two-year retention rate of 30.4% and an average graduation rate (2000 to 2010) of 15.1%. The majority of students had average reading attitudes at the beginning of the semester, which declined slightly at the end of the semester. Students reported the purposes of the course were to improve reading, academic skills and vocabulary. The majority of students stated the course improved their skills in reading, academic, vocabulary, and writing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States