Identifier
etd-11162006-121033
Degree
Doctor of Philosophy (PhD)
Department
Education
Document Type
Dissertation
Abstract
A large number of entering college and university students are unable to derive meaning from print at age-expected levels. The purpose of this study was to determine the effectiveness of Collaborative Strategic Reading (CSR; Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001) in improving the reading comprehension skills of underprepared college students. Sixteen (8 experimental and 8 control) first-time male college student athletes entering their freshman year at a research-intensive university in the southeastern United States participated in the study. An experimental design was implemented to address the following research question: What effects does a multistrategy reading comprehension intervention (i.e., CSR) have on the reading comprehension skills of academically underprepared students entering a postsecondary setting? Results showed there were statistically significant findings in favor of the experimental group for an informal dependent measure and non-significant results for a standardized measure. Study implications, limitations, and areas of future research are discussed.
Date
2006
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Recommended Citation
Grandstaff-Beckers, Gerlinde, "The effects of a multistrategy reading comprehension intervention on the reading skills of university athletes with reading deficits" (2006). LSU Doctoral Dissertations. 2628.
https://repository.lsu.edu/gradschool_dissertations/2628
Committee Chair
Paul Mooney
DOI
10.31390/gradschool_dissertations.2628