Increase student awareness and understanding that good time management strategies are essential for successful textbook reading.
Objective
Textbook Reading Strategy Knowledge
After Reading Center presentation, students will successfully name reading strategy acronym and for what each letter stands.
Indicator
Reading Strategy Presentation Evaluation B
Students will complete reading strategy presentation evaluation.
Criterion
Reading Strategy Awareness
After presentation, 75% of students will name reading strategy acronym and for what each letter stands.
Finding
Reading Strategy Success
After the presentation, 92% of the participants could name the reading strategy acronym and explain what each letter meant.
Action
Reading Strategy Future
We were extremely delighted with the success of the student participants in recalling the acronym of the strategy and for what each letter stood. Since we are exceeding target, we will raise criterion to a 90% target.
Objective
Time Management Strategy Knowledge
After Reading Center presentation, students will successfully identify one time management strategy.
Indicator
Reading Strategy Presentation Evaluation A
Students will complete reading strategy presentation evaluation.
Criterion
Time Management Strategy Awareness
After presentation, 80% of students will name one time management strategy.
Finding
Time Management Awareness Success
Again, we were delighted that 100% of student participants could name at least one time management strategy. Although we will always include time management in our presentations to students, there is no need to assess it further.
Action
Time Management
We will raise the criterion to a 95% target.
Goal
Reading Center Tutoring Effectiveness
To assist students and community members with criticsl reading and thinking strategies.
Objective
Increase Client Knowledge Of Textbook Reading Strategies
The Reading Center will provide tutoring services that facilitate the growth and confidence of all students and community members by promoting research-based best practice reading strategies for expository texts.
Indicator
Tutoring Session Satisfaction Survey
After each tutoring session, clients will complete Tutoring Session Satisfaction Survey to indicate quality and effectiveness of tutoring session.
Criterion
Mean Score On Tutoring Session Satisfaction Survey
The mean satisfaction score for all clients completing Tutoring Session Satisfaction Survey will be at least "3" on a Likert scale ranging from 1-5, with "1" indicating the least effectiveness and "5" indicating the most effectiveness.
Finding
Satisfaction Results
The mean satisfaction score was at least 3.0. Some students are required to come to the Center whereas others seek help on their own. The 3.0 is rather neutral, so we hope to shift the rating toward more satisfaction regardless of requirement or free will. Students seem to like the individual attention they receive.
Action
Increase Satisfaction
While we are pleased with this year's ratings, it is time to stretch to a criterion of 3.5 for next year.
Goal
Reading Center Developmental Reading Effectiveness
To assist developmental reading students develop reading strategies through computerized tutorials and face-to-face tutoring, ahd mentoring.
Through visits to the Reading Center, developmental reading students have the opportunity complete computerized tutorials, spend time studying in a safe environment, and have access to tutoring, enrichment, and mentoring to improve reading effectiveness.
Indicator
Reading Center Transaction Report
Students logs into the Reading Center database when entering and departing the Reading Center. Individual student reports are printed and given to developmental reading students every other week throughout the semester.
Criterion
Hours In Reading Center
To be successful in developmental reading, students are required to spend 15 hours in the Reading Center working on homework or computerized tutorials.
Finding
Hours Logged At The Reading Center
The required students in developmental reading all completed the 15 hours in order to get credit for the course. Some actually spend more than 15 hours although no one is required to do more than 15 hours.
Indicator
Nelson/Denny Vocabulary And Reading Comprehension Test
Developmental reading students are administered a pre- and post- Nelson/Denny Vocabulary and Reading Comprehension test.
Criterion
Nelson/Denny Vocabulary And Reading Comprehension Test Scores
Developmental reading students are administered the Nelson/Denny test at the beginning of the semester to inform instructor and student of vocabulary and reading comprehension proficiency with no required attainment level. At the end of each semester students are administered the Nelson/Denny post-test on which they are required to attain a 10th grade vocabulary and reading comprehension level.
Finding
Reading Improvement
We were delighted to find that developmental reading students, by the end-of-semester post-test, had made one to three years improvement in vocabulary and reading comprehension.
Indicator
Reading Road Trip Diagnostic Reports
Developmental reading students are required to complete 15 MyReadingLab computerized tutorials that complement homework assignments and guided practice and discussion in the classroom.
Criterion
MyReadingLab Computerized Tutorials
Developmental reading students are required to complete 15 Reading Road Trip lessons attaining at least 80% on one practice exercise and one mastery test.
Finding
Computerized Tutorials
All but two of the developmental reading students completed the requirement. The two who did not complete simply stopped coming to class. Although we tried to reach them through e-mail, phone calls, and letters, they did not respond. Time constraint for the remaining students is probably what would be identified as a weakness.
Action
Developmental Reading Services
We will still require the 15 hours in the Reading Center because it has proven to be successful. We will encourage students who can find the time to engage more computerized tutorials. We are raising the criterion for success from pre- to post-test to at least 11th grade level because they are easily reaching the 10th grade level.