Disadvantaged Students in the Traditional University Reading Improvement Program
| Autor: | Carmen J. Carsello, Mitchell Jacobs, Lucy Zaccaria, James W. Creaser |
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| Rok vydání: | 1971 |
| Předmět: |
Vocabulary
Scholastic aptitude media_common.quotation_subject 05 social sciences 050301 education 030229 sport sciences Test (assessment) Disadvantaged Comprehension 03 medical and health sciences 0302 clinical medicine Disadvantaged group Reading (process) ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Special educational needs Psychology 0503 education media_common |
| Zdroj: | Journal of Reading Behavior. 4:12-17 |
| ISSN: | 0022-4111 |
| DOI: | 10.1080/10862967109547006 |
| Popis: | The differential effectiveness of a traditionally-oriented college reading improvement program was assessed for culturally disadvantaged and typical students by means of the Nelson Denny Reading Test. Although the disadvantaged group improved significantly in vocabulary and rate, no measurable gain was demonstrated in comprehension. The failure of the disadvantaged students to make as much progress as the regular enrollees appears to be partially attributable to differences in scholastic aptitude and initial reading proficiency. The findings indicate that traditional reading instruction does not meet the special educational needs and problems of disadvantaged college students. Reading improvement programs are among the most prevalent compensatory practices employed in assisting disadvantaged students at the college level (Gordon & Wilkerson, 1966). As noted by Kendrick & Thomas (1970), however, only a few investigators have attempted to evaluate the effectiveness of these programs. Netchinsky (1968) found that disadvantaged students who participated in a pre-college educational project made significant gains in vocabulary and comprehension. Laffey (1968) reported that a summer reading course for disadvantaged college-bound students resulted in improvement in speed but not in comprehension . Ford (1967) found that disadvantaged college freshmen who were given special materials and instructions made gains in speed and comprehension whereas matched controls taught in traditional classes did not show improvement. |
| Databáze: | OpenAIRE |
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