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ERIC Number: EJ822330
Record Type: Journal
Publication Date: 2003
Pages: 10
Abstractor: As Provided
Reference Count: 10
ISSN: ISSN-1068-610X
Developmental Reading Instruction, Academic Attainment and Performance among Underprepared College Students
Worley, Jody
Journal of Applied Research in the Community College, v10 n2 p127-136 Spr 2003
The purpose of this study was to explore levels of academic attainment and performance among students whose course placement test scores identified them as underprepared. It was expected that students who developed college-level reading skills (i.e., remediated) before attempting college-level work would ultimately perform at higher levels and have higher persistence rates in college-level courses than 1) students who did not remediate yet enrolled in college-level courses, or 2) students who developed skills while concurrently enrolled in college-level courses. A cohort of students (N = 4,416) who entered a metropolitan, multi-campus community college during the 1995-1996 academic year was used to investigate these performance and attainment issues. Academic attainment and performance outcomes were measured at the end of the 1997-1998 academic year. Overall, results suggested that students need to develop college-level reading skills to succeed and persist. However, the results also indicated that students need not remediate before enrolling in college-level courses and can significantly increase persistence and performance while concurrently enrolled in college-level courses. (Contains 4 tables.)
New Forums Press, Inc. P.O. Box 876, Stillwater, OK 74076. Tel: 405-372-6158; Fax: 405-377-2237; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma
Identifiers - Assessments and Surveys: ACT Assessment; SAT (College Admission Test)