Reports
Institutional Reports
Why Does Heartland Community College Need Read Right®?
Why HCC Needs Read Right®
(*Adobe® PDF; 15 pages; 326 KB)
This document was created in 2008 to convince the HCC community of its need for Read Right®. It contains information on the Read Right® methodology, its effectiveness in remodeling the neural pathways of struggling readers of all ages, and next steps for HCC on its road to Read Right®.
Reading Students' Perceptions of Satisfaction with Read Right®
Reading Students' Perceptions of Satisfaction with Read Right(*Adobe® PDF; 12 pages; 449 KB)
Reading 091 students reported perceptions of improved reading comprehension, improved attitudes toward reading, and increased confidence and self esteem in response to the Read Right® Exit Survey administered at the end of Fall Semester 2009 and Spring Semester 2010.
Read Right®: Reading Lab Tool... Resource for Reading Woes
Curriculum and Academic Standards (CAS) Newletter article
(*Adobe® PDF; 6 pages; 2.97 MB)
HCC's Curriculum and Academic Standards (CAS) Committee asked for an update after the first year of Read Right's® implementation as the lab component of Reading 070, 090, and 091. This update, starting on p. 2 of the fall 2010 edition of the CAS Newsletter, addresses the following questions:
- How did Read Right® arrive at HCC?
- What is Read Right®?
- How effective is Read Right®?
Reading Students' Gains in Comprehension and Improved Attitude Toward Reading
Reading Students' Gains in Comprehension and Improved Attitude Toward
Reading
(*Adobe® PDF; 6 pages; 223 KB)
HCC's developmental reading students take the Degrees of Reading Power (a standardized test of reading comprehension) and the Rhody Secondary Reading Attitude Assessment (a checklist measuring attitude toward reading) at the beginning of their first reading course and at the end of Reading 091. Reading 091 students’ gain scores before- (fall 2007-spring 2009) and after-Read Right® (fall 2009-spring 2011) were compared, and statistically significant gains in reading comprehension and improved attitude toward reading were found in the after-Read Right® group.
Reading Students' Success in Reading-Intensive Courses
Reading Students' Success in Reading-Intensive Courses
(*Adobe® PDF; 1 page; 120 KB)
The performance of successful Reading 091 students who completed Reading 091 before enrolling in Psychology 101 and Sociology 101 was compared to the performance of students who did not need to complete Reading 091 before enrolling in those courses in two academic years: fall of 2008-spring of 2009 (Before Read Right®) and fall of 2009-spring of 2010 (After Read Right®). Before the implementation of Read Right®, far fewer former Reading 091 students achieved success in Psychology 101 and Sociology 101 when compared to their peers for whom reading was not required. The following year, after the implementation of Read Right®, this trend changed dramatically. Substantial gains in the percentage of former Reading 091 students who received a final grade of A, B, or C were observed, though the percentage remained slightly smaller than that of the students for whom developmental reading was not required.
Reading Demands at Heartland Community College
Reading Demands at Heartland Community College
(*Adobe® PDF; 24 pages; 355 KB)
This document summarizes the results of a fall 2005 project that explored the reading demands in four reading intensive courses offered at HCC. Initially, all faculty teaching any of these courses were anonymously surveyed. In the second phase of the project, all faculty teaching any of the reading intensive courses were invited to attend one of three focus groups. A few key findings are highlighted below, but due to the low number of participants, the results should be considered exploratory.
- The typical sequence of instruction in traditional and hybrid classes begins with an assigned textbook reading and concludes with a unit-based multiple choice evaluation.
- Faculty expect students to be able to do the following upon entry into their courses:
- Apply techniques and strategies to comprehend a disciplinary textbook
- Use textbook features to find information, particularly key vocabulary and concepts
- Identify main ideas, distinguish main ideas from details, and follow main ideas to identify patterns
- Perform at the lower levels of Bloom’s taxonomy (Remember, Understand)
- Once the semester is underway, faculty expect students to move quickly to the higher levels of Bloom’s taxonomy (Apply, Analyze, Evaluate, Create). However, faculty observe that students often find it difficult to generalize what they learn from one situation to another.
- Based on observations of student behavior, faculty perceive that students either do not or do not like to read.
