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ERIC Number: ED553446
Record Type: Non-Journal
Publication Date: 2013
Pages: 110
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-6693-1
The Influence of Developmental Reading Education on Student Achievement
Spain, Shafonda
ProQuest LLC, Ed.D. Dissertation, Walden University
For the past 10 years, government reports have documented an increase in college developmental reading courses. However, a community college in the southeastern United States has experienced a decline in enrollment and attendance in these courses since they began in 1999. The purpose of this study was to determine (a) the impact of taking a developmental reading course (DRC) at a community college and (b) whether certain students were more likely to take them than were others. DRCs have never fit under a particular model or learning theory; thus, the momentum for this project was to create a more flexible alternative to the disciplinary and vocational models of higher education. The research questions examined whether completing a DRC improved English GPA and overall GPA, as well as whether personal characteristics were related to participation. A quantitative research approach and causal-comparative design were used to analyze archival data from 300 students. Analysis of variance revealed that students who completed the DRC had a 46% higher overall GPA and a 24% higher English GPA than those registered in the class but did not complete it. Traditional students were found to participate in the DRC 42% longer than nontraditional students, and the youngest group, aged 17-23, was found to participate in the course 55% longer than students in the 24-30 age group. The findings support continuing DRCs; they also suggest that older and nontraditional students who are less likely to consider or complete the course need encouragement. Implications for social change include research-based data that stakeholders can use to make informed decisions about future curriculum choices. [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:]
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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