Students who graduate from high school and receive a diploma believe they are indeed ready for a college education. What most of these students are not aware of is that many students enter into higher education underprepared for the rigors of college level coursework. There are support programs such as tutoring and intervention reading courses that have been created to combat this problem and further prepare students to handle college level work, specifically reading. This study evaluated the effectiveness of an intervention reading course in terms of student success and growth. Students participated in a semester long course and were taught many reading and comprehension strategies to use in and outside of the class. Students were also given the Nelson-Denny Adult Reading Test as a pre- and post-test measure of success in the intervention reading course. After collecting and analyzing data, statistics show that the intervention reading course does, in fact, have a positive effect on students’ vocabulary and comprehension growth.
","abstract_html":"<p>Students who graduate from high school and receive a diploma believe they are indeed ready for a college education. What most of these students are not aware of is that many students enter into higher education underprepared for the rigors of college level coursework. There are support programs such as tutoring and intervention reading courses that have been created to combat this problem and further prepare students to handle college level work, specifically reading. This study evaluated the effectiveness of an intervention reading course in terms of student success and growth. Students participated in a semester long course and were taught many reading and comprehension strategies to use in and outside of the class. Students were also given the Nelson-Denny Adult Reading Test as a pre- and post-test measure of success in the intervention reading course. After collecting and analyzing data, statistics show that the intervention reading course does, in fact, have a positive effect on students’ vocabulary and comprehension growth.</p>","abstract_has_math":false,"creators":["Hazelwood, Imari Rashad"],"institution":null,"degree_name":"Master of Arts","degree_level":null,"degree_discipline":"School of Teacher Education","degree_department":null,"school":null,"contributors":["Pamela Petty (Director), Brian Meredith, Barbara Burch, Lucile Maples, Daniel Super"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-01T07:00:00Z","date_published":"2014-05-01T07:00:00Z","updated_at":"2026-07-24T06:08:26Z","subjects":["College Reading","Underprepared Students","Support Programs","Higher Education","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/1340","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pamela Petty (Director), Brian Meredith, Barbara Burch, Lucile Maples, Daniel Super"]},{"key":"dc:creator","label":"Author","values":["Hazelwood, Imari Rashad"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Teacher Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["College Reading","Underprepared Students","Support Programs","Higher Education","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/1340"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Students who graduate from high school and receive a diploma believe they are indeed ready for a college education. What most of these students are not aware of is that many students enter into higher education underprepared for the rigors of college level coursework. There are support programs such as tutoring and intervention reading courses that have been created to combat this problem and further prepare students to handle college level work, specifically reading. This study evaluated the effectiveness of an intervention reading course in terms of student success and growth. Students participated in a semester long course and were taught many reading and comprehension strategies to use in and outside of the class. Students were also given the Nelson-Denny Adult Reading Test as a pre- and post-test measure of success in the intervention reading course. After collecting and analyzing data, statistics show that the intervention reading course does, in fact, have a positive effect on students’ vocabulary and comprehension growth.
"]},{"key":"dc:title","label":"Title","values":["Value and Effectiveness of an Intervention Reading Course"]}]}],"canonical_facts":{"dc:contributor":["Pamela Petty (Director), Brian Meredith, Barbara Burch, Lucile Maples, Daniel Super"],"dc:creator":["Hazelwood, Imari Rashad"],"dc:description.abstract":["Students who graduate from high school and receive a diploma believe they are indeed ready for a college education. What most of these students are not aware of is that many students enter into higher education underprepared for the rigors of college level coursework. There are support programs such as tutoring and intervention reading courses that have been created to combat this problem and further prepare students to handle college level work, specifically reading. This study evaluated the effectiveness of an intervention reading course in terms of student success and growth. Students participated in a semester long course and were taught many reading and comprehension strategies to use in and outside of the class. Students were also given the Nelson-Denny Adult Reading Test as a pre- and post-test measure of success in the intervention reading course. After collecting and analyzing data, statistics show that the intervention reading course does, in fact, have a positive effect on students’ vocabulary and comprehension growth.
"],"dc:identifier":["https://digitalcommons.wku.edu/theses/1340"],"dc:subject":["College Reading","Underprepared Students","Support Programs","Higher Education","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research"],"dc:title":["Value and Effectiveness of an Intervention Reading Course"],"dc:type":["Thesis"],"thesis:degree_discipline":["School of Teacher Education"],"thesis:degree_name":["Master of Arts"]},"updated_at":"2026-07-24T06:08:26Z"}