- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- The effects of structured counseling on the reading achievement of graduate students, 1988
- Creator:
- Cloyd, Gary R.
- Date of Original:
- 1988-07-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
- Type:
- Text
- Format:
- application/pdf
- Description:
- This study was undertaken to investigate the effectiveness of the use of counseling in graduate remedial reading services. The attendant problem was to determine if there existed a significant difference between the mean reading achievement scores of students who had counseling added to their program as compared to those who did not. The subjects were twelve graduate/professional students enrolled at Atlanta University, Atlanta, Georgia, who were assigned to reading classes in the Communication Skills Program. The findings of this study revealed that there was no statistically significant difference at the .05 level between the scores of the two groups. Additionally, it was found that: 1) the use of structured counseling did not affect reading achievement. 2) the direct teaching of vocabulary in structured counseling sessions increased the mean score in vocabulary, but no significant differences resulted. 3) the mean scores of students who were counseled achieved higher scores in vocabulary and comprehension, as measured by the Nelson-Penny Reading Test, than the students who were not counseled, though the differences were not statistically significant.
- External Identifiers:
- Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:1988_cloyd_gary_r
- Rights Holder:
- Clark Atlanta University
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
