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The Impact of Contextualized Instruc...

Lengacher, Linda.

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The Impact of Contextualized Instruction in Reading Intervention with Adult Learners in Higher Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Contextualized Instruction in Reading Intervention with Adult Learners in Higher Education./
Author:	Lengacher, Linda.
Description:	148 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3712595
ISBN:	9781321895292

The Impact of Contextualized Instruction in Reading Intervention with Adult Learners in Higher Education.
Lengacher, Linda.

The Impact of Contextualized Instruction in Reading Intervention with Adult Learners in Higher Education. - 148 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2015.

Literacy challenges continue to plague many adult learners in the college classroom. Developmental reading students find themselves underprepared for the rigor of post-secondary education courses. This lack of preparation requires innovative instructional strategies designed to bridge the gap in the skills essential to their successes. This study was designed to assess the relationship within two instructional designs, comparing student achievement in reading skills, as indicated by nationally normed assessment results and persistence, as defined by successful course completion. The research was conducted in eight different class sections with 131 students in a community college setting in Northeast Ohio. Data were collected from standardized test results and course completion rates during the 2014 academic year. Aggregated data from six semesters of a non-contextualized reading course provided the comparison data for 3397 students. Data were analyzed using an independent two-sample t-test, repeated measures analysis of variance, and Fisher's Exact Test to assess if improvement was demonstrated in students' reading achievement, as indicated by a nationally normed assessment. Additionally, persistence data, as defined by the successful completion of the course, were also analyzed. No significant differences were detected in achievement levels of the students participating in the contextualized sections as compared to students in the non-contextualized courses (p = 0.200). However, a CompassRTM reading score change of +/-8 constitutes one standard deviation, and is considered a significant measurement (The ACT, 2014). The eight-point threshold was exceeded with a 9.4 change (contextualized) versus an 8.5 change (non-contextualized). Achievement as measured by normalized gain over students did demonstrate significance (p = 0.01) for contextualized versus non-contextualized sections. A significant difference was denoted in persistence rates of the students participating in a contextualized course. Fisher's Exact Test test revealed significance (p = 0.042) as did the normal approximation two-proportions test (p = 0.031). Conclusions based on the results indicated that there was value in presenting a contextualized intervention to developmental reading students. Additional conclusions related to contextualized intervention were also noted in addition to recommendations for future research. The results of this study along with future research on contextualization as a reading intervention could inform and advance adult literacy programs and practices in similar institutions nationwide.

ISBN: 9781321895292Subjects--Topical Terms:

2122756
Reading instruction.

The Impact of Contextualized Instruction in Reading Intervention with Adult Learners in Higher Education.
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520 $a Literacy challenges continue to plague many adult learners in the college classroom. Developmental reading students find themselves underprepared for the rigor of post-secondary education courses. This lack of preparation requires innovative instructional strategies designed to bridge the gap in the skills essential to their successes. This study was designed to assess the relationship within two instructional designs, comparing student achievement in reading skills, as indicated by nationally normed assessment results and persistence, as defined by successful course completion. The research was conducted in eight different class sections with 131 students in a community college setting in Northeast Ohio. Data were collected from standardized test results and course completion rates during the 2014 academic year. Aggregated data from six semesters of a non-contextualized reading course provided the comparison data for 3397 students. Data were analyzed using an independent two-sample t-test, repeated measures analysis of variance, and Fisher's Exact Test to assess if improvement was demonstrated in students' reading achievement, as indicated by a nationally normed assessment. Additionally, persistence data, as defined by the successful completion of the course, were also analyzed. No significant differences were detected in achievement levels of the students participating in the contextualized sections as compared to students in the non-contextualized courses (p = 0.200). However, a CompassRTM reading score change of +/-8 constitutes one standard deviation, and is considered a significant measurement (The ACT, 2014). The eight-point threshold was exceeded with a 9.4 change (contextualized) versus an 8.5 change (non-contextualized). Achievement as measured by normalized gain over students did demonstrate significance (p = 0.01) for contextualized versus non-contextualized sections. A significant difference was denoted in persistence rates of the students participating in a contextualized course. Fisher's Exact Test test revealed significance (p = 0.042) as did the normal approximation two-proportions test (p = 0.031). Conclusions based on the results indicated that there was value in presenting a contextualized intervention to developmental reading students. Additional conclusions related to contextualized intervention were also noted in addition to recommendations for future research. The results of this study along with future research on contextualization as a reading intervention could inform and advance adult literacy programs and practices in similar institutions nationwide.
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