Publication Date

2008

Document Type

Dissertation/Thesis

First Advisor

Stahl, Norman A., 1949-

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Literacy Education

LCSH

Developmental reading--Illinois--DuPage County; Community college students--Illinois--DuPage County

Abstract

The purpose of this study was to compare two reading strategies to determine which was more effective in helping students become better college readers: a discipline-specific strategy coupled with intertextual learning materials or the general method of teaching reading instruction that teaches general reading strategies from a class text. Data from 32 community college developmental reading students who were in their first semester of college in the fall of 2006 at the College of DuPage were analyzed in this study. This study employed a quasi-experimental design, as intact classes were used. A .05 level of significance was used for all statistical tests of the research data. Independent-samples t tests showed that students who received instruction in a discipline-specific reading strategy that teaches students to think as historians do, coupled with instruction using intertextual learning materials, scored significantly better than those students receiving only the general reading instruction from the class text. These students scored better on three of the four measures used in this study: the dichotomous score on the posttreatment essay, the content score on the posttreatment essay, and the intertextuality score on the posttreatment essay. The fourth test was the objective test of history content given posttreatment.

Comments

Includes bibliographical references (pages [140]-157).

Extent

viii, 197 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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