Description
ABSTRACT This mixed methods study examines 126 community college students enrolled in developmental reading courses at a mid-sized Southwestern community college. These students participated in a survey-based study regarding their reading experiences and practices, social influence upon those practices, reading sponsorship, and reading self-efficacy. The survey featured 33 structured response prompts and six free response prompts, allowing for both quantitative and qualitative analysis.
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Contributors
- Kiefer, Cynthia (Author)
- Early, Jessica (Thesis advisor)
- Blasingame, James (Committee member)
- Marsh, Josephine (Committee member)
- Arizona State University (Publisher)
Date Created
- 2014
Subjects
- Community college education
- Language arts
- Reading Instruction
- Community college students
- Developmental reading
- literacy
- multimodal reading practices
- reading sponsorship
- Social Networking
- Reading (Higher education)
- Developmental reading
- Underprepared community college students--Books and reading.
- Underprepared community college students
Resource Type
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Note
- Vita
- Partial requirement for: Ph. D., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 101-109)Note typebibliography
- Field of study: Curriculum and instruction
Citation and reuse
Statement of Responsibility
by Cynthia Kiefer