Dissertation/Thesis Abstract

Success of developmental readers: An examination of factors affecting attrition and institutional practices which support retention
by O'Brien, Katherine F., Ph.D., Kent State University, 2013, 219; 3618948
Abstract (Summary)

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.

Indexing (document details)
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
Publication Number: 3618948
ISBN: 9781303875045
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