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ERIC Number: ED557111
Record Type: Non-Journal
Publication Date: 2014
Pages: 135
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3211-0401-1
ISSN: N/A
Evaluating the Effectiveness of Remedial Reading Courses at Community Colleges: A Quantitative Study
Lavonier, Nicole
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The present study evaluated the effectiveness of two instructional approaches for remedial reading courses at a community college. The instructional approaches were strategic reading and traditional, textbook-based instruction. The two research questions that guided the quantitative, quasi-experimental study were: (a) what is the effect of strategic-reading instruction on the reading performance of community college students in a developmental reading course and (b) what is the effect of traditional, textbook-based instruction on the reading performance of community college students in a developmental reading course? The sample consisted of 64 participants. Two groups of students participated in the study: (a) the experimental group (n = 32), who received the strategic-reading instruction, and (b) the control group (n = 32), who received the traditional, textbook-based instruction. Students took the Nelson-Denny Reading test as a pretest and posttest to determine the effectiveness. The null hypotheses for H1 and H2 were rejected because the results of the paired t-test indicated strategic-reading instruction and traditional, textbook-based instruction have a statistically significant positive effect on students' performance on the Nelson-Denny Reading Test Form G. Further, the one-way ANOVA test showed there is not a statistically significant difference between the difference scores of the students who received strategic-reading instruction and the students who received traditional, textbook-based instruction. The findings show that both methods of instruction are equally appropriate for the remedial reading course. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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: Nelson Denny Reading Tests