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The relation of literacy ability and...

Goldstein, Miriam Tamar.

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The relation of literacy ability and demographic and academic variables to achievement in a community college content course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relation of literacy ability and demographic and academic variables to achievement in a community college content course./
Author:	Goldstein, Miriam Tamar.
Description:	103 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1198.
Contained By:	Dissertation Abstracts International67-04A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3213511
ISBN:	9780542637513

The relation of literacy ability and demographic and academic variables to achievement in a community college content course.
Goldstein, Miriam Tamar.

The relation of literacy ability and demographic and academic variables to achievement in a community college content course. - 103 p.

Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1198.

Thesis (Ph.D.)--Columbia University, 2006.

Binary logistic regression was applied to an archival dataset from a large, urban community college in a western state to examine the achievement of students with varying levels of literacy ability who enrolled in a college-level introductory psychology course. The ability of literacy skill to predict psychology course performance was measured using a surrogate variable, highest level of English course completed, controlling for the effects of initial English placement level, gender, age, ethnicity, primary language, educational status, number of college credits accumulated, and educational goal. The relation of each of the demographic and academic variables to course achievement was also examined, controlling for the other variables. In addition, the study compared the psychology course performance of students who entered the institution with pre-college literacy skills and who completed developmental English courses to that of students who entered with college-level reading and writing skills.

ISBN: 9780542637513Subjects--Topical Terms:

1018008
Education, Community College.

The relation of literacy ability and demographic and academic variables to achievement in a community college content course.
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100 1 $a Goldstein, Miriam Tamar. $3 1918775
245 1 4 $a The relation of literacy ability and demographic and academic variables to achievement in a community college content course.
300 $a 103 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1198.
500 $a Adviser: Dolores Perin.
502 $a Thesis (Ph.D.)--Columbia University, 2006.
520 $a Binary logistic regression was applied to an archival dataset from a large, urban community college in a western state to examine the achievement of students with varying levels of literacy ability who enrolled in a college-level introductory psychology course. The ability of literacy skill to predict psychology course performance was measured using a surrogate variable, highest level of English course completed, controlling for the effects of initial English placement level, gender, age, ethnicity, primary language, educational status, number of college credits accumulated, and educational goal. The relation of each of the demographic and academic variables to course achievement was also examined, controlling for the other variables. In addition, the study compared the psychology course performance of students who entered the institution with pre-college literacy skills and who completed developmental English courses to that of students who entered with college-level reading and writing skills.
520 $a Literacy ability was found to be the most significant predictor of psychology course achievement, with students who had completed a college-level English course significantly more likely to successfully complete the psychology course than students with developmental-level skills. Further, English completion level was a significantly better predictor than initial English placement level. Age, ethnicity, and educational status (secondary education credential v. no credential) were also significant predictors of course performance. Finally, the psychology pass rates were shown to be similar for initially underprepared students who completed English remediation and students who had college-level literacy skills when they entered the college. The study highlights the importance of literacy skill for achievement in a college-credit content course that has reading and writing demands and supports a policy of advising students to complete a college-level English class prior to or concurrent with enrollment in the psychology course.
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