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Reading classes are based on active learning
strategies. Active learning strategies have no
purpose if they are not effective in conveying the
necessary skills. This research focused on the
assessment of the effectiveness of the developmental
reading classes at one large Midwestern community
college. Three measures, passing rates of the reading
classes, the passing rates of a credit class (reading
intensive), and the persistence of students who had
begun their academic careers in the developmental
reading classes, were used to gage the effectiveness
of the two developmental reading classes, ENG001 and
ENG002. ENG 001 students read below ninth grade upon
entering. ENG 002 students read below twelfth grade.
Completion of the reading program put these
under-prepared students at the same level as
non-developmental college freshman.
strategies. Active learning strategies have no
purpose if they are not effective in conveying the
necessary skills. This research focused on the
assessment of the effectiveness of the developmental
reading classes at one large Midwestern community
college. Three measures, passing rates of the reading
classes, the passing rates of a credit class (reading
intensive), and the persistence of students who had
begun their academic careers in the developmental
reading classes, were used to gage the effectiveness
of the two developmental reading classes, ENG001 and
ENG002. ENG 001 students read below ninth grade upon
entering. ENG 002 students read below twelfth grade.
Completion of the reading program put these
under-prepared students at the same level as
non-developmental college freshman.