Reading Ability as a Predictor of African American Graduate Students' Technical Writing Proficiency in the Context of Statistics Courses

Autor/inn/en	Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.; Jiao, Qun G.
Titel	Reading Ability as a Predictor of African American Graduate Students' Technical Writing Proficiency in the Context of Statistics Courses
Quelle	In: Journal of Negro Education, 83 (2014) 2, S.135-146 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.83.2.0135
Schlagwörter	Graduate Students; African American Students; Reading Ability; Predictor Variables; Technical Writing; Statistics; Writing Skills; Introductory Courses; Reading Comprehension; Vocabulary Development + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; African Americans; Afroamerikaner; Schüler; Schülerin; Reading competence; Lesekompetenz; Prädiktor; Technical documentation; Technische Dokumentation; Statistik; Writing skill; Schreibfertigkeit; Einführungskurs; Leseverstehen; Wortschatzarbeit
Abstract	Writing result sections of research studies demands that graduate students have adequate abilities to receive, to encode, to translate, and to reproduce content presented in statistical textbooks. These abilities are all aspects of the reading process; therefore, it is likely that reading ability plays a role in the technical writing process. The purpose of this study was to examine the relationship between reading ability and writing proficiency among 115 African American graduate students enrolled in statistics courses. A canonical correlation analysis revealed that reading ability significantly predicted students' abilities to write the results of the following four statistical analyses: correlation analysis, independent samples t test, dependent samples t test, and chi-square analysis. Implications are explicated within the context of teaching graduate-level statistics courses. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01