An evaluation of the reading program for students in basic training for skills development at the College of Fisheries, Navigation, Marine Engineering and Electronics

• Main Author: Gushue, Patrick F.
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1976
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/7756/; https://research.library.mun.ca/7756/1/Gushue_PatrickF.pdf; https://research.library.mun.ca/7756/3/Gushue_PatrickF.pdf

The purpose of the internship was to evaluate the reading program for the upgrading students who are enrolled in the Basic Training for Skills Development (BTSD) at the College of Fisheries, navigation, Marine Engineering and Electronics in St. John's, Newfoundland. -- The study attempted to determine student reading gain and to establish the extent to which attitude, IQ, sex, and the number of completed reading selections were responsible for reading gain. -- The sample consisted of 120 adult students who were enrolled in upgrading courses between September 1974, and January 1976. Sixty-six of the subjects were male, forty-five were married and all were school dropouts. Their average age was twenty-four. -- Immediately after registration, the investigator administered the TABE Reading Test, the Raven Matrices, the Estes Test of Attitude Toward Reading, and SRA and RFU Placement Tests to each entrant. Retesting was carried out prior to graduation. The TABE reading scores were used for the purpose of pretesting and posttesting. -- The subjects took daily reading instruction in the Laboratory using EDL Controlled Reading Machines, and SRA and RFU reading kits. Instruction in syntax and diction was emphasized throughout the program. Exercises dealing with sentence structure and vocabulary building were given as the need arose. -- The analysis showed that the number of completed reading selections was the most important factor in determining reading gain. Significant correlations were found between Attitude, Academic Achievement and reading gain. The IQ and Sex correlations were nonsignificant. The study revealed that all students made substantial gains in reading speed and comprehension especially in the early stages of the program. The overall mean reading gain was 2.44 grades, while those students who completed more than 300 reading selections recorded a mean reading gain of 3.1 grades. The investigator concluded that the reading program was capable of raising student reading levels sufficiently high to allow ...