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Developmental reading education: The...

Arizona State University.

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Developmental reading education: The student perspective.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Developmental reading education: The student perspective./
作者:	Young, Donna Galloway.
面頁冊數:	227 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4609.
Contained By:	Dissertation Abstracts International69-12A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3338409
ISBN:	9780549929345

Developmental reading education: The student perspective.
Young, Donna Galloway.

Developmental reading education: The student perspective. - 227 p.

Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4609.

Thesis (Ed.D.)--Arizona State University, 2008.

This qualitative case study focuses on the effectiveness of developmental reading courses at one community college located in the southwestern region of the United States and is based on the perspective of seven participants. Based on scores from prescribed placement exams, first-time college students receive recommendations for developmental course placement in English, mathematics, and reading; however, developmental reading courses are not required for graduation or as a transfer requirement to a four-year postsecondary institution. Therefore, the majority of students choose not to enroll in developmental courses. Participants in this study were students who chose to enroll in the developmental reading courses that were recommended to them based on their placement test scores. Two groups of students who had enrolled in developmental reading courses acted as participants: Students who successfully completed both courses and students who did not successfully complete either course.

ISBN: 9780549929345Subjects--Topical Terms:

1018008
Education, Community College.

Developmental reading education: The student perspective.
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520 $a This qualitative case study focuses on the effectiveness of developmental reading courses at one community college located in the southwestern region of the United States and is based on the perspective of seven participants. Based on scores from prescribed placement exams, first-time college students receive recommendations for developmental course placement in English, mathematics, and reading; however, developmental reading courses are not required for graduation or as a transfer requirement to a four-year postsecondary institution. Therefore, the majority of students choose not to enroll in developmental courses. Participants in this study were students who chose to enroll in the developmental reading courses that were recommended to them based on their placement test scores. Two groups of students who had enrolled in developmental reading courses acted as participants: Students who successfully completed both courses and students who did not successfully complete either course.
520 $a Validation theory was used as the lens through which to examine the study participants' views of developmental reading. The results of this study show that the participants who were unsuccessful in completing the reading sequence continued to be as motivated and confident as those who had completed the coursework successfully. Although many of the participants had very little interaction with their instructors, they all spoke favorably about the level of communication they encountered. Participants were satisfied with the degree of interaction and validation received from developmental reading faculty members both in- and outside of the classroom.
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