Date of Award

2000

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Earl H. Cheek, Jr

Abstract

The purpose of this study was to examine the impact of the REGROW reading/writing strategy on the comprehension of community college students enrolled in a Developmental English course. The study looked specifically at (a) reading and writing as processes, (b) traditional reading comprehension strategies, (c) traditional direct writing instruction, and (d) the impact of the REGROW reading/writing strategy on comprehension. The focus of this study was to conduct six mini-case studies on students classified as below average, average, and above average, and to track their actions when exposed to direct writing instruction and the REGROW reading/writing strategy. By providing in-depth description of the case study participants, this study has increased awareness that reading and writing problems and insecurities are not reserved for only those students labeled as at-risk. Furthermore, the study urges educators to reexamine the connection between the reading and writing processes. The findings are as follows: (1) The REGROW reading/writing strategy facilitated increased comprehension of the textual strategies used in composition; (2) The strategy helped students think critically before composing their essays; and (3) The strategy was perceived as effective by the students when compared to direct writing instruction.

ISBN

9780493071565

Pages

246

DOI

10.31390/gradschool_disstheses.7386

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