View in EDS

Reading Ability, College Grades, and Attrition: A Two-Year Study.

Saved in:
Bibliographic Details
Title: Reading Ability, College Grades, and Attrition: A Two-Year Study.
Language: English
Authors: Geis, Lynna, Carney, Myrna L.
Peer Reviewed: N
Page Count: 13
Publication Date: 1978
Document Type: Speeches/Meeting Papers
Descriptors: Academic Achievement, College Students, Grade Prediction, Higher Education, Predictive Measurement, Predictor Variables, Reading Ability, Reading Research, School Holding Power, Self Concept
Geographic Terms: U.S.; Oklahoma
Abstract: To investigate relationships among reading scores, college academic performance, degree expectations, self-assessed skills, and retention, data from "The Nelson-Denny Reading Test" and background information from "The New Student Survey" were correlated with the freshman year academic performance and enrollment status at the beginning of the junior year of 490 students. Comparisons of correlations by academic fields of study revealed differences in predictive strength of the variables. The data indicated students' self-assessed skills were significantly related to actual reading scores, and that academic performance and retention could be predicted with moderate reliability using the Nelson-Denny Reading Test scores and students' self-assessed degree of preparation, and their degree expectations. (Author/TJ)
Notes: Paper presented at the Annual Meeting of the National Reading Conference (28th, St. Petersburg Beach, Florida, November 30-December 2, 1978)
Journal Code: RIEJUN1979
Entry Date: 1979
Accession Number: ED165128
Database: ERIC
Description
Abstract:To investigate relationships among reading scores, college academic performance, degree expectations, self-assessed skills, and retention, data from "The Nelson-Denny Reading Test" and background information from "The New Student Survey" were correlated with the freshman year academic performance and enrollment status at the beginning of the junior year of 490 students. Comparisons of correlations by academic fields of study revealed differences in predictive strength of the variables. The data indicated students' self-assessed skills were significantly related to actual reading scores, and that academic performance and retention could be predicted with moderate reliability using the Nelson-Denny Reading Test scores and students' self-assessed degree of preparation, and their degree expectations. (Author/TJ)