Students who enter higher education requiring reading remediation have poor institutional persistence. This study examined the course success and first-year institutional persistence of six women enrolled in a developmental reading course at a regional campus of a state university. Data sets were comprised of classroom observation, review of academic records, and interviews with students and their instructor.
|Advisor:||Sandmann, Alexa L.|
|Commitee:||Bintz, William, Niesz, Tricia|
|School:||Kent State University|
|Department:||Teaching, Learning and Curriculum Studies|
|School Location:||United States -- Ohio|
|Source:||DAI-A 75/08(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Higher Education Administration, Literacy, Reading instruction, Higher education|
|Keywords:||Attrition, Developmental education, Developmental readers, Persistence, Remediation, Student success|
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