Thesis - Open Access
Master of Science (MS)
In the past twenty years, much interest has been shown in the student who is handicapped in learning because of reading problems, whether of speed or comprehension or both. Attempts are being made in many colleges throughout the nation to set up reading laboratories for remedial training of these students. Since most educators assume a close correlation between reading comprehension and success in college, there is hope that by improvement of reading, more students may be able to continue and complete their college careers. The primary objective of the study is to evaluate the help given by the developmental reading course to students low in reading comprehension. The problem of evaluating a reading program is a complex one. In the first place, the program deals with two groups of students – those required to take the course and those elect the course. In the second place, the benefits derived from a developmental reading course are difficult to measure. In the third place, many variables which concern the success or lack of success of a college student cannot be controlled, such as motivation, emotional disturbances, economic and financial problem, difficulty of other course work, and health problems. A basic procedure was set up to involve a four-step investigation, each step revealing information about the Developmental Reading Program and lending its information to the next step until the fourth, final, and conclusive step. The results were then studied and final observations and conclusions made about the value of the developmental reading program to students at South Dakota State College, and also what expansions or revisions could be employed to make the course more meaningful and more valuable.
Library of Congress Subject Headings
Reading -- Remedial teaching
Includes bibliographical references
Number of Pages
South Dakota State University
Foreman, Ruth L., "An Evaluation of the Developmental Reading Program at South Dakota State College" (1964). Electronic Theses and Dissertations. 2990.