| This study investigates effects of writing instruction on the reading abilities and attitudes of students in a community college developmental reading class. During a fifteen-week semester, thirty-eight students were assigned to two sections of a developmental reading class. One class was selected as the experimental group; their reading instruction emphasized integrated reading/writing strategies. The other class was selected as the control group; their reading instruction consisted of traditional reading instruction.;The findings of this study provide some support for the view that developmental reading students can benefit from a curriculum of integrated reading/writing strategies.;Each student completed a pre-test and post-test using the Nelson Denny Reading Test Forms C and D, wrote a pre-summary and post-summary of an article, and completed pre-instruction and post-instruction reading and writing attitude survey's. In addition, I conducted case studies selecting two students from each group. |
