<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>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3618948 |
| Date | 13 June 2014 |
| Creators | O'Brien, Katherine F. |
| Publisher | Kent State University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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