Title page for ETD etd-11162006-121033

Type of Document Dissertation
Author Grandstaff-Beckers, Gerlinde
Author's Email Address gbecke1@lsu.edu
URN etd-11162006-121033
Title The Effects of a Multistrategy Reading Comprehension Intervention on the Reading Skills of University Athletes with Reading Deficits
Degree Doctor of Philosophy (Ph.D.)
Department Curriculum & Instruction
Advisory Committee
Advisor Name Title
Paul Mooney Committee Chair
Earl Cheek Committee Member
Kristin Gansle Committee Member
R. Kenton Denny Committee Member
Paul Hoffman Dean's Representative
  • reading comprehension
  • strategy instruction
  • underprepared college students
Date of Defense 2006-11-10
Availability unrestricted
A large number of entering college and university students are unable to derive meaning from print at age-expected levels. The purpose of this study was to determine the effectiveness of Collaborative Strategic Reading (CSR; Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001) in improving the reading comprehension skills of underprepared college students. Sixteen (8 experimental and 8 control) first-time male college student athletes entering their freshman year at a research-intensive university in the southeastern United States participated in the study. An experimental design was implemented to address the following research question: What effects does a multistrategy reading comprehension intervention (i.e., CSR) have on the reading comprehension skills of academically underprepared students entering a postsecondary setting? Results showed there were statistically significant findings in favor of the experimental group for an informal dependent measure and non-significant results for a standardized measure. Study implications, limitations, and areas of future research are discussed.

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