This dissertation studied the effectiveness of independent reading courses compared to integrated reading and writing courses in helping remedial reading students prepare for reading-intensive credit-bearing gateway college-level courses and the difference of these courses in college retention and completion of an Associate’s degree, certificate, and/or transfer to a four-year college. This study was conducted using a quantitative archival method of research at a small, rural community college in the state of Missouri. The study consisted of four research questions using multiple T-tests, two-sample assuming equal variances, and the Chi-Square test of independence. The results offered no statistically significant differences between the students enrolled in independent reading courses and integrated reading and writing courses from Spring 2014 to Spring 2018. The tests covered the reading comprehension level, final course grades, final course grades of the students enrolled in reading-intensive credit-bearing gateway college-level courses and the graduation, transfer or both of the studied population. Even though the results revealed no statistically significant differences, they verified the success of these two courses in helping students move forward to their post-secondary education. Recommendations for future research include investigating the connection of other remedial courses and remedial reading courses to financial aid requirements, surveying students on why they are leaving and how the college could assist them in staying in college, open communication between the college faculty and staff to create strategies to assist these students, and studying the population of females 18 to 25 years of age and how to assist these females in succeeding in their post-secondary degree.
|Commitee:||Bouas, Mary Ann, Cunningham, William|
|School:||Missouri Baptist University|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/4(E), Dissertation Abstracts International|
|Subjects:||Higher education, Reading instruction, Education|
|Keywords:||College completion, College retention, Developmental education, Integrated reading and writing, Reading comprehension, Remedial reading, Remedial writing, Missouri|
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