Selected college-level reading programs: A comparative analysis, 1958-1992

The problem. The purpose of this study was to re-examine the reading improvement programs of the 92 colleges and universities in the United States that Leedy examined in the 1950s to (a) determine if reading programs of the 1990s are as much a part of universities' commitment to meet the needs of all students enrolled as they appeared to be in the 1950s; (b) discern if teaching methods and materials to accommodate the needs of students of various nationalities, cultures, and educational backgrounds and capabilities have changed; (c) ascertain if reading programs of the 1990s have become more consistent in terms of instructional theories, methods, materials, and diagnostic and evaluative testing procedures; and (d) identify other types of reading programs in addition to remedial reading programs. The results. There were no significant differences in the reading programs of 1958 and 1992 in the following areas: sponsors of reading programs; ability to accept referrals; average number of class sessions per week; average length (clock hours) of an entire course; effectiveness; production of own teaching materials; clerical and administrative staff sizes; total number of staff people in the entire program; preference for instructors with advanced academic degrees and specialized qualifications; and budget allocations for salaries, supplies, and maintenance. Data did not support the null hypothesis and indicated there were significant differences in the following areas: conditions for reading instruction; enrollment in the entire program; allowance of academic credit for course work; class time allotted for timed, silent reading and use of reading films and machines; informal testing procedures and types of tests used; emphasis on some instructional activities; teacher to student ratio; budget--there is more money available in the 1992 budgets. The conclusions. The status of reading programs in 1992 is much the same as it was in 1958. Although very little has changed in the reading improvement programs that were investigated, the changes that did occur were significant. In the curricula, there has been a de-emphasis on reading speed as an instructional activity while greater emphasis has been placed on reading in the content areas and writing and listening skills as integral parts of reading instruction. Fewer reading machines of the types described in Leedy's study are used. Instead, the computer and television are the mechanical aids most likely used. (Abstract shortened by UMI.).