At the end of the Fall Quarter (1969) we analyzed the grade point averages (CPA\u27s) for the 444 students completing the Reading Improvement RI-100 program at Ferris State College. Following is a summary of the findings for the 444 students enrolled, regardless of the number of credit or clock hours of work carried

Ferguson, Donald L.

English

ScholarWorks at WMU

Reading Horizons: A Journal of Literacy and 
Language Arts 
Volume 10 
Issue 4 July 1970 Article 4 
7-1-1970 
Does the Taking of Reading Improvement RI-100 Have a Lasting 
Effect on a Student's Academic Success? 
Donald L. Ferguson 
Ferris State College 
Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons 
 Part of the Education Commons 
Recommended Citation 
Ferguson, D. L. (1970). Does the Taking of Reading Improvement RI-100 Have a Lasting Effect on a 
Student's Academic Success?. Reading Horizons: A Journal of Literacy and Language Arts, 10 (4). 
Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol10/iss4/4 
This Article is brought to you for free and open access by 
the Special Education and Literacy Studies at 
ScholarWorks at WMU. It has been accepted for inclusion 
in Reading Horizons: A Journal of Literacy and Language 
Arts by an authorized editor of ScholarWorks at WMU. 
For more information, please contact wmu-
scholarworks@wmich.edu. 
DOES THE TAKING OF READING 
IMPROVEMENT RI-IOO HAVE A 
LASTING EFFECT ON A 
STUDENT1S ACADEMIC SUCCESS? 
Donald L. Ferguson 
Ferris State College 
At the end of the Fall Quarter (1969) we analyzed the grade point 
averages (CPA's) for the 444 students completing the Reading Im-
provement RI-100 program at Ferris State College. Following is a 
summary of the findings for the 444 students enrolled, regardless of 
the number of credit or clock hours of work carried: 
FALL QUARTER 1969 
No. % of 444 
GPA'S Students Total 
0.00-0.99 46 10% } 115 or 26% 
1.00-1.50 69 16% 
1.51-2.00 110 25% 
2.01-2.50 117 25% 
2.51-3.00 74 17% 329 or 74% 
3.01-3.50 24 5% 
3.51-4.00 4 1% 
Total 444 100% 
Our problem was to see if the students who had completed RI-100 
at the end of the Fall Quarter (1969) could or would put into use 
their newly acquired reading and study skills to increase the prob-
ability of success in college. In reviewing the data which follows we 
must keep in mind that, except in a very few cases where a student 
sought help voluntarily, these students were counselled into RI-100 
because they recorded reading scores of less than the 15th percentile, 
Ferris norms. Few of the students came into the program willingly 
and few were eager to improve their reading and study skills. 
Unfortunately 78 students completing the program at the end of 
the Fall Quarter dropped out of Ferris State College and did not re-
rh-155 
tum for the Winter Quarter (1970). Therefore all data on the pages 
following are based only on the 366 students who did return and 
finish the Winter Quarter. 
Following is a summary of our findings for the 366 students who 
completed the Fall and Winter Quarters of the 1969-1970 school year, 
regardless of the number of credit or clock hours of work carried: 
FALL QUARTER 1969 WINTER QUARTER 1970 
No. % of 366 No. % of 366 
GPA'S Students Total Students Total 
0.00-0.99 23 6% } 34 9% } 97 70 or 19% or 26% 1.00-1.50 47 13% 63 17% 
1.51-2.00 92 25% 112 31% 
2.01-2.50 105 29% 93 25% 
2.51-3.00 72 20% 296 or 81 % 40 11% 269 OT 74% 
3.01-3.50 23 6% 20 6% 
3.51-4.00 4 1% 4 1% 
Total 366 100% 366 100% 
If we analyze the GPA'S for students carrying over 8.5 credit hours 
or over 170 clock hours we find the following scores: 
FALL QUARTER 1969 WINTER QUARTER 1970 
No. % of 366 No. % of 366 
GPA'S Students Total Students Total 
0.00-0.99 18 5% } 30 8% } 89 60 or 16% or 24% 
1.00-1.50 42 11% 59 16% 
1.51-2.00 81 22% 111 30% 
2.01-2.50 91 25% 92 25% 
2.51-3.00 62 17% 258 or 70% 40 11% 266 or 72% 
3.01-3.50 20 5% 20 5% 
3.51-4.00 4 1% 3 1% 
Total 318 86% 355 96% 
ls6-rh 
For the 293 students (80% of the 366 enrolled) carrying over 12.5 
credit hours or over 250 clock hours at the end of the Winter Quarter, 
as compared to only 175 students (49% of the 366 total) at the end 
of the Fall Quarter, we find the following accomplishment: 
FALL QUARTER 1969 WINTER QUARTER 1970 
No. % of 366 No. % of 366 
GPA'S Students Total Students Total 
0.00-0.99 7 2% } 24 7% } 25 or 7% 70 or 19% 
1.00-1.50 18 5% 46 12% 
1.51-2.00 54 15% 90 25% 
2.01-2.50 43 12% 74 20% 
2.51-3.00 35 10% 150 or 42% 36 10% 233 or 61% 
3.01-3.50 15 4% 20 5% 
3.51-4.00 3 1% 3 1% 
Total 175 49% 293 80% 
Past research has demonstrated that there is generally a substantial 
regression in gains made in reading improvement programs once the 
student is left to apply his newly gained skills on his own initiative, 
upon completion of formal instruction. However, the 366 students 
who took the Ferris State College Reading Improvement, RI-100, 
Program during the Fall Quarter (1969) and completed the Winter 
Quarter (1970) registered only a 7 % regression, if we consider the 
number having GPA'S below 1.50 as our criterion. During the Fall 
Quarter 70 students or 19% registered GPA'S of less than 1.50, as 
compared to 97 students or 26% at the end of the Winter Quarter. 
Or, expressed in another way, 296 students or 81 % of the Fall Quar-
ter students earned a GPA of over 1.50 upon completion of their 
work in Reading Improvement while 269 students or 74% earned a 
GPA of over 1.50 while working on their own without the benefit 
of formal reading instruction during the Winter Quarter. 
We begin to see the carry-over value of the Ferris Reading Im-
provement Program when we review the data covering the students 
carrying over 8.5 credit hours or over 170 clock hours. Of this group 
of students we note that during the Fall Quarter 258 students or 
70% earned a G P A of over 1.50 while taking the reading program as 
compared to 266 or 72% at the end of the Winter Quarter. 
rh-157 
However, the significant gains or benefits from having taken the 
Reading Improvement Program is brought out in the group of stu-
dents carrying over 12.5 credit hours or over 250 clock hours. Although 
not a full schedule this class load might be more realistic and advis-
able for students needing reading help, until such time as they become 
more skilled and mature readers. At the end of the Fall Quarter 150 
or 42% of the total of 366 students involved in this study earned a 
GPA of 1.50 or higher. However, at the end of the Winter Quarter, 
while working on their own without the benefit of formal reading 
instruction, 223 or 61 % earned GPA'S of 1.50 or higher. 
Based upon these data it appears that there is a direct carry-over 
value to be realized when a student takes a Reading Improvement 
Program such as Ferris' RI-I00. It is planned to continue this study 
until the students either graduate or withdraw from Ferris State 
College. 


Does the Taking of Reading Improvement RI-100 Have a Lasting Effect on a Student\u27s Academic Success?

Reading Horizons: A Journal of Literacy andLanguage ArtsVolume 10Issue 4 July 1970 Article 47-1-1970Does the Taking of Reading Improvement RI-100Have a Lasting Effect on a Student's AcademicSuccess?Donald L. FergusonFerris State CollegeFollow this and additional works at: https://scholarworks.wmich.edu/reading_horizonsPart of the Education CommonsThis Article is brought to you for free and open access by the SpecialEducation and Literacy Studies at ScholarWorks at WMU. It has beenaccepted for inclusion in Reading Horizons: A Journal of Literacy andLanguage Arts by an authorized editor of ScholarWorks at WMU. For moreinformation, please contact maira.bundza@wmich.edu.Recommended CitationFerguson, D. L. (1970). Does the Taking of Reading Improvement RI-100 Have a Lasting Effect on a Student's Academic Success?.Reading Horizons: A Journal of Literacy and Language Arts, 10 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol10/iss4/4DOES THE TAKING OF READING IMPROVEMENT RI-IOO HAVE A LASTING EFFECT ON A STUDENT1S ACADEMIC SUCCESS? Donald L. Ferguson Ferris State College At the end of the Fall Quarter (1969) we analyzed the grade point averages (CPA's) for the 444 students completing the Reading Im-provement RI-100 program at Ferris State College. Following is a summary of the findings for the 444 students enrolled, regardless of the number of credit or clock hours of work carried: FALL QUARTER 1969 No. % of 444 GPA'S Students Total 0.00-0.99 46 10% } 115 or 26% 1.00-1.50 69 16% 1.51-2.00 110 25% 2.01-2.50 117 25% 2.51-3.00 74 17% 329 or 74% 3.01-3.50 24 5% 3.51-4.00 4 1% Total 444 100% Our problem was to see if the students who had completed RI-100 at the end of the Fall Quarter (1969) could or would put into use their newly acquired reading and study skills to increase the prob-ability of success in college. In reviewing the data which follows we must keep in mind that, except in a very few cases where a student sought help voluntarily, these students were counselled into RI-100 because they recorded reading scores of less than the 15th percentile, Ferris norms. Few of the students came into the program willingly and few were eager to improve their reading and study skills. Unfortunately 78 students completing the program at the end of the Fall Quarter dropped out of Ferris State College and did not re-rh-155 tum for the Winter Quarter (1970). Therefore all data on the pages following are based only on the 366 students who did return and finish the Winter Quarter. Following is a summary of our findings for the 366 students who completed the Fall and Winter Quarters of the 1969-1970 school year, regardless of the number of credit or clock hours of work carried: FALL QUARTER 1969 WINTER QUARTER 1970 No. % of 366 No. % of 366 GPA'S Students Total Students Total 0.00-0.99 23 6% } 34 9% } 97 70 or 19% or 26% 1.00-1.50 47 13% 63 17% 1.51-2.00 92 25% 112 31% 2.01-2.50 105 29% 93 25% 2.51-3.00 72 20% 296 or 81 % 40 11% 269 OT 74% 3.01-3.50 23 6% 20 6% 3.51-4.00 4 1% 4 1% Total 366 100% 366 100% If we analyze the GPA'S for students carrying over 8.5 credit hours or over 170 clock hours we find the following scores: FALL QUARTER 1969 WINTER QUARTER 1970 No. % of 366 No. % of 366 GPA'S Students Total Students Total 0.00-0.99 18 5% } 30 8% } 89 60 or 16% or 24% 1.00-1.50 42 11% 59 16% 1.51-2.00 81 22% 111 30% 2.01-2.50 91 25% 92 25% 2.51-3.00 62 17% 258 or 70% 40 11% 266 or 72% 3.01-3.50 20 5% 20 5% 3.51-4.00 4 1% 3 1% Total 318 86% 355 96% ls6-rh For the 293 students (80% of the 366 enrolled) carrying over 12.5 credit hours or over 250 clock hours at the end of the Winter Quarter, as compared to only 175 students (49% of the 366 total) at the end of the Fall Quarter, we find the following accomplishment: FALL QUARTER 1969 WINTER QUARTER 1970 No. % of 366 No. % of 366 GPA'S Students Total Students Total 0.00-0.99 7 2% } 24 7% } 25 or 7% 70 or 19% 1.00-1.50 18 5% 46 12% 1.51-2.00 54 15% 90 25% 2.01-2.50 43 12% 74 20% 2.51-3.00 35 10% 150 or 42% 36 10% 233 or 61% 3.01-3.50 15 4% 20 5% 3.51-4.00 3 1% 3 1% Total 175 49% 293 80% Past research has demonstrated that there is generally a substantial regression in gains made in reading improvement programs once the student is left to apply his newly gained skills on his own initiative, upon completion of formal instruction. However, the 366 students who took the Ferris State College Reading Improvement, RI-100, Program during the Fall Quarter (1969) and completed the Winter Quarter (1970) registered only a 7 % regression, if we consider the number having GPA'S below 1.50 as our criterion. During the Fall Quarter 70 students or 19% registered GPA'S of less than 1.50, as compared to 97 students or 26% at the end of the Winter Quarter. Or, expressed in another way, 296 students or 81 % of the Fall Quar-ter students earned a GPA of over 1.50 upon completion of their work in Reading Improvement while 269 students or 74% earned a GPA of over 1.50 while working on their own without the benefit of formal reading instruction during the Winter Quarter. We begin to see the carry-over value of the Ferris Reading Im-provement Program when we review the data covering the students carrying over 8.5 credit hours or over 170 clock hours. Of this group of students we note that during the Fall Quarter 258 students or 70% earned a G P A of over 1.50 while taking the reading program as compared to 266 or 72% at the end of the Winter Quarter. rh-157 However, the significant gains or benefits from having taken the Reading Improvement Program is brought out in the group of stu-dents carrying over 12.5 credit hours or over 250 clock hours. Although not a full schedule this class load might be more realistic and advis-able for students needing reading help, until such time as they become more skilled and mature readers. At the end of the Fall Quarter 150 or 42% of the total of 366 students involved in this study earned a GPA of 1.50 or higher. However, at the end of the Winter Quarter, while working on their own without the benefit of formal reading instruction, 223 or 61 % earned GPA'S of 1.50 or higher. Based upon these data it appears that there is a direct carry-over value to be realized when a student takes a Reading Improvement Program such as Ferris' RI-I00. It is planned to continue this study until the students either graduate or withdraw from Ferris State College. 

https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=2723&context=reading_horizons

Does the Taking of Reading Improvement RI-100 Have a Lasting Effect on a Student\u27s Academic Success?

Abstract

Similar works

Full text

Available Versions

ScholarWorks at WMU

ScholarWorks at WMU