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I can't think of specific resources, but obvious reasons for different results would include:
        The amount of effort the student applies
        The attitude of the person
        The number of hours spent studying
        Use of positive study methods
        Etc, etc, etc.
We do look at COMPASS scores for placement, so if a student places into 015, they would then move to 090, then into college level Reading or English 101.  However if a student puts for additional effort, uses a tutor, studies tenaciously and so on, they may be eligible for 101.  This is by re-COMPASSing or a writing sample for the instructor.

Kat

Kat Powell M.S., G.C.D.F.
Learning Assistance Coordinator
College of Southern Idaho
P.O. Box 1238
Twin Falls, ID 83303-1238
(208)732-6685
Fax (208)736-3029
**Remember no matter where you go, there you are.**

-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of David Shinn
Sent: Wednesday, March 25, 2009 8:45 AM
To: [log in to unmask]
Subject: remedial reading expectations and outcomes

Questions for developmental reading specialists and researchers:

How much improvement can be expected in one semester of a first-year
first-time student who reads, for example, at the 8th grade level?  At
the end of the term, what would be the student's reading level?  Or how
much time does the typical student need to be reading at the 12th grade
level or a level at which he/she is prepared for college-level work?
What are the determining factors?



Any comments or referrals to sources that answer this question will be
appreciated.  Thank you.





David Shinn, Ph.D.

Dir of Institutional Research

John Wood Community College

Quincy, IL  62301

217-641-4410

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