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
Keywords	reading comprehension strategy instruction underprepared college students
Date of Defense	2006-11-10
Availability	unrestricted
Abstract 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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