A Comparative Study of Two Approaches to Teaching Freshman Remedial Composition in a Comprehensive Community College.

Autor/in	Miller, Michael Alan
Titel	A Comparative Study of Two Approaches to Teaching Freshman Remedial Composition in a Comprehensive Community College.
Quelle	(1974), (181 Seiten)Verfügbarkeit Ph.D. Dissertation, University of Kansas...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Career Development; College Freshmen; Doctoral Dissertations; Educational Research; Higher Education; Reading Skills; Remedial Reading; Vocabulary Development; Writing (Composition); Writing Skills + Suchen Sie Ihr Suchwort? Berufsentwicklung; Studienanfänger; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Reading skill; Lesefertigkeit; Leseförderung; Wortschatzarbeit; Schreibübung; Writing skill; Schreibfertigkeit
Abstract	The purpose of this experiment was to determine if community college students enrolled in a freshmen remedial composition and reading course which stressed practical student skills and vocational skills relevant to their immediate needs could improve their reading and writing skills significantly more than comparable students whose remedial course did not include such materials. The subjects were 194 students who enrolled in the eight sections of English composition and reading taught in day school at Longview (Kansas) Community College in the fall semester, 1972. The experimental group consisted of 62 students. The first control group consisted of 46 students, and the second group consisted of 86 students. It was concluded that materials for vocabulary development were helpful in significantly improving scores on a vocabulary test, but this improvement did not carry over to comprehension and total reading scores. Students in the experimental class scored significantly lower than the students in the second control group on the theme grades, which suggests that the experimental course should have included more time for work on the students' writing problems. Apparently, remedial students can improve both vocabulary and composition scores in one semester when those subjects are stressed. (Author/TS)
Anmerkungen	University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 75-6227), MFilm $5.00, Xerography $11.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01