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Success of developmental readers| An examination of factors affecting attrition and institutional practices which support retention

<p> Students who enter higher education requiring reading remediation have poor institutional persistence. This study examined the course success and first-year institutional persistence of six women enrolled in a developmental reading course at a regional campus of a state university. Data sets were comprised of classroom observation, review of academic records, and interviews with students and their instructor. </p><p> </p>

Identiferoai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3618948
Date13 June 2014
CreatorsO'Brien, Katherine F.
PublisherKent State University
Source SetsProQuest.com
LanguageEnglish
Detected LanguageEnglish
Typethesis

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