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ERIC Number: ED548577
Record Type: Non-Journal
Publication Date: 2012
Pages: 138
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-2370-2
A Mixed-Methods Analysis of Reading Intervention Effectiveness in the Community College
Dreyer, Melissa
ProQuest LLC, Ph.D. Dissertation, Oklahoma State University
The purpose of this mixed-methods study was to determine if, when implemented at one two-year post-secondary institution, such K-12 reading comprehension strategies as concept mapping, think-aloud protocols, and Question-Answer Relationships (QAR) elicit change in COMPASS reading test scores of adult readers. Data was collected over four academic semesters at one two-year post-secondary institution. Pre- and post-test scores were compared using SPSSĀ© software. Descriptive statistics were used to analyze the data. Interviews with community college developmental reading teachers were conducted and coded for themes emerging from the data. Data indicated that while statistical significance did not occur, the numerical difference is noteworthy. The researched developmental reading intervention strategies did improve COMPASS post-test scores for a greater percentage of students in the experimental group than those students in the control group. From these two improvements the researcher was able to conclude that the researched developmental reading intervention strategies infused into the traditional developmental curriculum caused students to improve. Interviews with community college developmental reading teachers supported and expanded these finding. Additional conclusions concerning intervention strategies, barriers to success, and the success of developmental reading courses are discussed. [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: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: COMPASS (Computer Assisted Test)