The purpose of this study was to examine a broad spectrum of college students' understanding of reading to determine whether a distinct difference exists in this understanding between “underprepared” or “at-risk” students and other college students. The 102 college students fell into three groups: students enrolled in a community college skills-based reading course, students enrolled in a university strategy-based reading class, and successful upper division university students. Students responded in writing to 2 questions about reading, and their responses were analyzed using a qualitative approach. Students of lower ability characterized good readers as those who read quickly and often, and they characterized the reading process as a passive activity. More capable readers viewed reading as an interactive process and a good reader as one who comprehends the author's message.

Underprepared College Students' Perceptions of Reading: Are Their Perceptions Different than other Students?

Preservice teachers enrolled in four sections of a freshman level reading education course were randomly assigned to an experimental or control group. The students in the experimental group were taught reading study skills concurrently with the course content. The control group tutored children in an elementary school. Analyses of pre and posttest scores for course content, the Survey of Study Habits and Attitudes, and the Stanford Diagnostic Reading Test indicated significant gains for the experimental group on course content and the SSHA. Improvement in general reading achievement on'the SDRT approached significance. Results were interpreted as evidence that when preservice teachers lack effective reading study habits and attitudes, reading educators can develop these skills as students master course content.

Teaching reading study skills and course content to preservice teachers

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An Analysis of the Academic Success Achieved by Five Freshman Cohorts through a Community College Developmental Education Program.

(1980). Effects of Peer Tutoring on Academic Achievement and Affective Adjustment. Proceedings of the Annual Conference of the Western College Reading Association: Vol. 13, Proceedings of the Twelfth Annual Conference of the WCRA. The 1980's: New Sources of Energy for Learning, pp. 42-45.

Effects of Peer Tutoring on Academic Achievement and Affective Adjustment

EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Adult Basic Education; Basic Skills; College Preparation; *Developmental Studies Programs; Educational Cooperation; *Educationally Disadvantaged; Educational Needs; *Enlisted Personnel; *Government School Relationship; Higher Education; *High Risk Students; Individual Development; Institutional Cooperation; Military Service; Military Training; *Minority Groups; Needs Assessment; Remedial Programs; Skill Development; Student Financial Aid; Transitional Programs

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Daniel R. Hoeber

Papers

Basic Skills Programs: Are They Working? ERIC/Higher Education Research Report Number 1, 1978.