Author Type

Graduate Student

Date of Award

1974

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Wiegman, Robert R.

Abstract

The purpose of this study was to determine if a compensatory reading program based on the language experience approach could raise the reading level o f underachieving disadvantaged students in the community junior colleges to a level commensurate with their ability and high enough for subsequent success in college level academic courses. The literature indicates that this student has special needs which must be met if he is to succeed in college level work. Programs which meet these needs must be developed to implement the open door policy and the concept of universal higher education. The community colleges actively recruit students who would not attend college if such programs were not promised. Statistics indicate, however, that only a small percentage of these students succeed in college level courses. It is suggested by this fact that the programs offered arc inadequate. The failure of these students imposes a great burden on the students and on the colleges. The program which is the subject of this study was implemented during the fall quarter, 1974, at Broward Community College, Broward County, Florida, as part of its Special Services Program. Ninety four entering freshmen needed compensatory reading instruction. Forty two of these were enrolled in the Special Services Reading Component, SRD 999. Fifty two were enrolled in the experimental program. All Ss were administered the Nelson Denny Reading Test, form A, during the first week of the quarter. They were also administered the Revised Beta Examination and produced a projective drawing of a person. The potential reading level of each student was calculated from the IQ score of the Beta Examination. The drawings were evaluated on five criteria as a measure of self concept. During the final week of the quarter the students produced a second drawing and were administered the Nelson Denny Reading Test, form B. Thirty six of the experimental group and twenty six of the control group remained to complete the post tests and earn a grade. An analysis of covariance showed there was no statistically significant difference between the groups for the vocabulary subtest of the Nelson Denny Reading Test. There was statistically significant difference, at the .5% level of confidence, for both paragraph comprehension and total reading. Difference in persistence between the groups was tested by the z-test of correlated proportions. It was not statistically significant. The test of chi square, corrected for continuity, was applied to the changes in self concept as measured by the projective drawings. There was statistically significant difference between the groups for only one of five criteria. The study was limited both in number of subjects and in time allowed. The fifteen week quarter was further shortened by the necessity of administering pre and post tests. Two weeks at the beginning of the quarter and one week at the end of the quarter were used for testing. The students met for threa hours a week. It was concluded that replication of the study for a longer period of time would be worthwhile. The students enrolled in the experimental program were also enrolled in at least one other compensatory course and in some cases in college level courses. Success in academic courses, however, depends largely upon reading ability. It is suggested that this program be implemented as a pre-college enrollment course.

Extent

138 p.

Comments

Thesis (Educat.D.)--Florida Atlantic University, 1974.|College of Education|FAU Electronic Theses and Dissertations Collection|Thesis (Educat.D.)--Florida Atlantic University, 1974.

Identifier

FADT11634

Format

pdf

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