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Dissertation/Thesis Abstract

Evaluating the effectiveness of remedial reading courses at community colleges: A quantitative study
by Lavonier, Nicole, Ed.D., University of Phoenix, 2014, 135; 3583089
Abstract (Summary)

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.

Indexing (document details)
Advisor: Loeffler, Cynthia
Commitee: Dooley, Gwendolyn, Kolberg, Sandra
School: University of Phoenix
Department: Educational Leadership
School Location: United States -- Arizona
Source: DAI-A 75/10(E), Dissertation Abstracts International
Subjects: Community college education, Educational leadership, Literacy, Reading instruction
Keywords: Developmental learners, Reading instructional approaches, Reading performance, Remedial reading, Strategic reading, Textbook-based instruction
Publication Number: 3583089
ISBN: 978-1-321-10401-1
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