Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

A meta-analysis: The relationship of program content and operation factors to measured effectiveness of college reading-study programs

Author

Victoria Hunter Sanders, University of the Pacific

Date of Award

1979

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

First Advisor

Heath Lowry

First Committee Member

Beth B. Mason

Second Committee Member

John V. Schippers

Third Committee Member

Douglas B. Smith

Fourth Committee Member

Robert R. Hopkins

Abstract

The primary problem addressed in this study involved integration of the finding of the vast body of reading literature to determine if college and university reading-study programs generally prove beneficial to those participating in them. Included within this question were the following sub-problems: (1) For what student groups were college reading-study programs designed? Were programs designed to fulfill remedial/corrective, supportive, developmental or other as yet unspecified functions?; (2) What program content and program operation factors were identified within program reports?; and (3) What relationship, if any, exists between these program content and operation factors and reported program effects?

Pages

314

Recommended Citation

Sanders, Victoria Hunter. (1979). A meta-analysis: The relationship of program content and operation factors to measured effectiveness of college reading-study programs. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3174