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DOCUMENT RESUME

24 RE 002 385

PEARSON, DAVID 1.THE EFFECTS OF A COMBINED READING AND GROUPCOUNSELING PROGRAM ON COMMUNITY COLLEGE STUDENTSENROLLED IN ElAtING IMPROVEMENT CUSSES. FINALREPORT".

4011 COLUMBIA BASIN COLL.. , PASCO, WASH.INCY OFFICE Of EDUCATION (DHEW) WASHINGTON, De C4. BUREAU

OF RESEARCH..9

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TiE SI L INTTHE PINDINGS I$DICAflD

MN THE TOTAL EXPERIMENTAL AND OflBOL GROUPS ON,ROVEMENT, SELF-C SCUT, ANXIETY, STUD! HABITS ANDAND GRADE POUT AVER AGE AS A ,R ES diT OP GROUP coltsiLiNG.

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ABSTRACT

DOCUMENT RESUME

24 RE 002 385

PEARSON, DAVID I.THE EFFECTS OF A COMBINED READING AND GROUPCOUNSELING PROGRAM ON COMMUNITY COLLEGE STUDENTSENROLLED IN HALING IMPROVEMENT CLASSES. FINALREPORT.COLUMBIA BASIN COLL., PASCO, WASH.OFFICE OF EDUCATION (DHEW), WASHINGTON, D.C. BUREAUOF RESEARCH.

AUG 690EG-9-8-081069-D129(010)25P.

EDRS PRICE MF-$0.25 HC-$1.35*AFFECTIVE BEHAVIOR, ANXIETY, COLLEGE STUDENTS,GRADE PCINT AVERAGE, *GROUP COUNSELING,*NONDIRECTIVE CCUNSELING, *READING IMPROVEMENT,*READING RESEARCH, SELF CONCEPT, STUDENT ATTITUDES,STUDY HABITS

THE EFFECTS OF GROUP COUNSELING UPON THE READINGIMPROVEMENT OF STUDENTh ATTENDING A COLLEGE READING-IMPROVEMENT CLASSWERE INVESTIGATED. ALL STUDENTS ENROLLED IN THE CLASS (56) WERERANDOMLY ASSIGNED TO A CONTROL OR EXPERIMENTAL GROUP. PRETEST ANDPOST-TEST MEASURES WERE TAKEN USING THE FOLLOWING INSTRUMENTS: THEDIAGNOSTIC READING TESTS, SURVEY SECTION; THE TENNESSEE SELF CCNCEPTSCALE; THE SURVEY OF STUDY HABITS AND ATTITUDES; AND THE INSTITUTEFOR PERSONALITY AND ABILITY TESTING 8 - PARALLEL - FORM ANXIETYBATTERY. FALL, WINTER, AND SPRING TERM GRADE POINT AVERAGES WEREUSED. CONTROL SUBJECTS ATTENDED FOUR 50-MINUTE READING CLASSES PERWEEK, WHILE THE EXPERIMENTAL SUBJECTS ATTENDED TWO OF THE SAMECLASSES PER WEEK AND PARTICIPATED IN GROUP COUNSELING DURING THEREMAINING PERIODS. DATA WERE TREATED BY ANALYSIS CF COVARIANCE.COUNSELING GRCUPS' INTERACTIONS WERE COMPARED FOR THE FIRST AND TENTHCOUNSELING SESSIONS THROUGH USE CF THE HILL INTERACTION MATRIXUTILIZING ANALYSIS CF VARIANCE. THE FINDINGS INDICATED NO SIGNIFICANTDIFFERENCES BETWEEN THE TOTAL EXPERIMENTAL AND CONTROL GROUPS ONREADING IMPROVEMENT, SELF-CCNCEPT, ANXIETY, STUDY HABITS ANDATTITUDES, AND GRADE POINT AVERAGE AS A RESULT OF GROUP COUNSELING.BIBLICGRAPHY AND TABLES .ARE INCLUDED. (WB)

li

o00

FINAL REPORTProject No. 8-1-694-

CI Grant No. OEG-9-8-081069-D129 (010)41-4)141

U. s. DEPARTMENT OF HEALTH, mom $ WPM0 OFFICE OF EDUCATION

CIUJ THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATMN

POSITION OR POLICY.

RE

THE EFFECTS OF A COMBINED READING AND GROUP COUNSELINGPROGRAM ON COMMUNITY COLLEGE STUDENTS ENROLLED

IN READING IMPROVEMENT CLASSES

David T. PearsonColumbia Basin College

2600 North ChasePasco, Washington 99301

August, 1969

U.S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE

Office of EducationBureau of Research

-Rep-Ort

Project No. 8-1-69Grant No. OEG-9-8-081069-0129 (010)

THE EFFECTS OF A COMBINED READINGAND GROUP COUNSELING PROGRAM ON

COMMUNITY COLLEGE STUDENTS ENROLLED INREADING IMPROVEMENT CLASSES

David T. PearsonColumbia Basin College

2600 North ChasePasco, Washington 99301

August 19 69

U.S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE

Office of EducationBureau of Research

TABLE OF CONTENTS

Se'c'tion Page

Summary 1

Introduction 3

Problems Under Consideration 3

General Methodology. . 4

Reading Improvement and Group Counseling 5

Self Concept and Anxiety Modification ... . . 5

Study Habit and Attitude Modification 6

Grade P.oint Average Modification

Attainment of Group Counseling Work Levels

Conclusions and Implications 9

SUMMARY

The inability of large numbers of college students to read withsufficient proficiency to achieve adequately in their college courseshas long been recognized, and has been an area for considerable

Wide variations, in-the te-a-ehing of reeding to collegestudents are apparent and seem to represent attacks upon the im-provement of specific reading skills, knowledges, and techniques.These approaches reflect the reading philosophies of the departmentswithin which the programs are offered, such as psychology, English,education and personnel services. Some of these reading programshave dealt primarily with man as a rational learning-thinking machinewhile other programs have indicated an awareness of the non-cognitivenature of man, such as his emotionality and his attitudes. Thisstudy was an attempt to consider the whole individual in associationwith his development in reading and his gains in reading improvement.

Since it was not possible to evaluate all the aspects of the mental,emotional, ph-ysicz-s1 and social life of each individual student, onlycertain factors were selected for study in a combined group counsel-ing and reading improvement learning environment. These factorswere reading skills, ie. vocabulary, rate, and comprehension;self concept; anxiety; study habits and study attitudes; college achieve-ment; and the quality and kind of group interactions.

To study these factors experimentally, all of the students whoregistered for the three credit reading classes at Columbia BasinCommunity College during the winter quarter of the 1968-69 schoolyear were utilized as the sarnple. This total sample of 71 studentswas randomly divided into experimental and control groups. Drop-outs during the research reduced the final number of students to56. The independent variable applied to the experimental group wasgroup counseling conducted by the community college counselors.A pre-test and post-test pattern measured reading skills, self concepts,study attitudes and habits and anxiety levels. Grade point averagedata was gathered for fall, winter and spring quarters. Analysis ofcovariance was applied to the measured changes to determine whetherthere were significant differences between the groups. The data waspunched into cards and analysed on an IBM 1620 computer.

To study the group interactions, the Hill Interaction Matrix., FormG was applied to the audio tapes of the first and tenth sessions ofeach of the counseling groups. This evaluation of the group inter-actions was accomplished by two consultants in group counselingworking independently.

The finding6 of the study indicated that there were no significantdifferc.nces between the total experimental and control groups on themeasured variables; reading improvement, self concept, anxiety,study habits arid attitudes and GPA, as the result of the independentvariable, group counseling. However, when comparisons were madeof identifiable segments of the experimental and control groups, somesignific_ant diffe_rclac as_ _ _

Apparently the relatively unstructured, group centered counselingapproach utilized for this one quarter study was not adequate toresult in measurable and significant modifications of most of the vari-able s in this study. It may be that such changes would result fromstrong leadership by group counselors over a time period of onequarter. An alternative would be to attempt an investigation utilizingthe relatively unstructured, group-centered counseling approach overan elongated time period such as one year. Numerous other factors,besides the ones studied here, could be investigated.

2

INTRODUCTION

Numerous researchers and writers have expressed concern overthe inability of college students to read well erev3A to achievegratifying successes in their college courses. As a result,rawly coil-ages weA unirrs-itiaS now offer- some- type of readingimprovement classes,' Most of these reading programs appearto have been frontal attacks committed to the upgrading of speed,comprehension, and vocabulary. However, some researchers havestudied the effects of affective and non-cognitive factors upon read-ing characteristics and reading readingand have found readinrelated to adjustment, 0 anxiety, and self concept.lt On the otherhand, relatively little research seems to have been engendered con-cerning attitudinal changes in relation to differing reading approaches.?

College reading programs are directed by and operate withinwidely divergent departments with philosophies which differ consider-ably. Regardless of the philosophies involved, most programs seemto have the intent of improving the abilities of the reader in compre-hending and thinking about the written word and in increasing recall.However, the outcomes of these widely differing kinds of programsseem to have insufficient impact upon the total spectrum of functionaland practical reading requirements in the daily lives of people. Theseresults may be clue to the inability of reading programs to encompassthe multifaceted nature of human behavior. It is a matter of generalawareness that humans arc physical organisms functioning psycho-logically in social settings. Therefore, it seems evident that newapproaches to teaching reading in college must be developed whichinclude these human characteristics more completely.

PROBLEMS UNDER CONSIDERATION

This research was an attempt to move in the direction describedabove through testing the outcome of a combined reading iMprove-merq and group counseling program on community college students.Since it was not possible to account for and measure all of thefactors present in this learning environment, a few were selectedas indicated by the following questions the research attempted toanswer. 1. Would students show greater gains in reading in acombined group counseling and reading improvement learningenvironment than they would in a usual reading program? 2. Wouldattitudes and habits tw,rard school and study change in positivedirections? 3. Would concepts of self change to more positiveexpressions? 4, What would occur in relation to anxiety levels?

3

5. Would college grade point averages increase significantly? 6.Would thy; counse.ling groups attain work levels in their interactions?These q.t.s.tstionS were stated as null hypotheses for their experimentalinve, s tiga Cori.

GENERAL METHODOLOGY

The research sample was composed of all students who registeredin three credit reading improvement classes at Columbia BasinCommunity College during the winter quarter of the 1968-69 schoolyear. These seventy one students were divided into experimentaland control groups utiliiiing the method of alphabetical assignmentadvocated by Rothney. The total group of students was listed .

alphabetically by last name and then divided by placing the firstone into the control group, the second into the experimental groupand the third into the control group. This continued until eachstudent was assigned to a group which resulted in 36 control and35 experimental students. The decision as to whether the firststudent should be placed in the control or experiment group wasmade by a coin toss. Dropouts during the study reduced the numbersto 31 in the control group and 25 in the experimental group.

A pre-test and post-test pattern was followed with the followingmeasuring instruments: The Diagnostic Reading Tests, SurveySection; The Tennessee Self Concept Seale; The Survey of LaiHabits and Attitudes; and the Institute for Personality and AbilLVTesting_(IPAT) 8 - Parallel - Form Anxiety Battery. Fall, winter,and spring GPA.'a were gathered from the college registrar's files.The collected data was punched into cards and a.nalyzed through useof an IBM 1620 computer. The statistical analysis utilized wasanalysis of covariance. 6

The independent variable applied to the experimental groups wasgroup counseling as conducted by community college counselors withthe assistance, during five meetings with the counselors, of a .

consultant in group processes. The sessions with the consultantserved to partially standardize counselors behaviors in relationto common group problems, allowed the counselors to expressand deal with their own feelings toward the groups and seemed to im-prove counselor functioning.

Control students attended the regular college reading classes'four 50 minute periods a week and practiced their reading skills andincreased their reading knowledge s. The experimental studentsshared reading class experiences with control students two clays awdok and attended group counseling sessions the two remaining

4

periods. During the reading classes experienced by both groups,there were 20 relinnte. discussions and lectures once or twice a weekcentered _rol.11-4,such topics as eye behavior while reading, readingand study imin-oveinceet techniques, improving comprehension,reading rate, word recognition skills, word attack skills, notetaking while re:,-:.ding and listening and listening skills. The remainingclass time was expended in practicing reading with a wide variety of

incalding Science Re search As So elate s, Reading.Laboratories and Reading for Understanding, reading pacers,workbook type texts, and programmed vocabulary tests. To a con-siderable extent, the practice time was based on individual assign-ments by the reading instructors to material which was challengingand would allow feelings of success.

READING IMPROVEMENT AND GROUP COUNSELING

The first research question, as previously stated, concerned itselfwith the effects of group counseling upo.n reacting improvement, Read-ing was measured by the Diagnostic Reading Tests, Survey. Sectionwith resulting scores for vocabulary, comprehension, rate, andreading total. Form A was administered during the second class ofthe quarter and. Form B during the last class of the quarter to all thestudents the study.

Statistical. comparisons of the scores of the total experimentaland control groups are contained in Table 1,- Appendix B. None of theF values is significant at either the .05 or .01 levels, so it appearsthat group counseling had no significantly different effect upon readingscores than did reading instruction by itself. The same findings andconclusions were evident when experimental and control studentswere compared by age and year in college. A significant difference.at the . 05 level wv.s found between the female experimental and femalecontrol students on vocabulary with the experimental students showingmeasured improvement while the control students mean scores de-creased on the post-test. This is shown in Table la, Appendix B.

SELF CONCEPT AND -AND ANXIETY MODIFICATION

The self concept hypothesis was formulated to investigate whetherthe independent variable, group counseling, would modify to a signi-ficant degree the self perceptions held by group members when theirperceptions were compared with those of control group members.The Tennessee Self Concept Seale was administered in the pre-testand post-test pattern and scores for self criticism, self esteem, consis-tency and certointy were obtained.

5

According to Table. 2 in Appendix B, there were no significantdifferenc.cs in self concept between the total experimental and controlgroups comparisons. The F value of 3.70 does approach the 4.02needed for a significant difference at the .05 level of confidence. Itis interesting to note that on the main score of positive feelings aboutself, the self esteem score, the experimental group post-test mean didsliow a, ton =point increase over the. e-lest mean_while the controlgroup means were nearly exactly the same.

It was anticipated that anxiety amongst experimental group memberswould decrease as a result of their group counseling experiences. Twoequivalent. forms of the IPAT 8 - Parallel. Form Anxiety- Battery, wereadministered to the total sample, Form D at the beginning and Form Fnear the end of the study. The seven relatively short subtests of eachform were combined into total scores, and the results are reportedin the lower segment of Table 2 in Appendix B. Score A was computedfor each student by dividing the raw score of each subtest by thenumber of items answered and summing the averages. Score B wasthe result of dividing the total raw score for each student by the numberof items answered. The F values are not even approaching the 4.02

required for them to be significant at thee. 05 level of confidence.Therefore, the anticipated decrease in anxiety among students ex-periencing group counseling. was not greater than for control students.

STUDY HABIT AND ATTITUDE MODIFICATION

The fourth research question was formulated to inquire whether

the study habits and study attitudes of students experiencing groupcounseling would be significantly modified in positive directions.The Brown - Holtzman Survey of Study Habits and Attitudes (SSHA)was administered near the beginning of the research period andreadrninistered at the end. The F values obtained for each of thevariables measured by this instrument are displayed in Table 3 inAppendix B. When the total experimental and control groups werecompared, there were no significant differences. This leads to theconclusion that the one quarter group counseling experience was noteffective in altering measured students study habits and attitudes toa greater extent than was accomplished by control students experiences.Table 3a indicittes that comparisons of second year experimental andcontrol students resulted in differences beyond the .05 level of confi-dence on the delay avoidance and study habits variables. However,the experimental group scores decreased while the control groupscores improved. If this finding is valid, and the small total N ofD. in this sub-group comparison makes it questionable, then it mightbe stated that group counseling is effective in changing some study

6

habits of second year college students but in an undesirable direction.On tho other hand, it might be that the experimental group studentswere; in the process of xilodifying their study approaches and respondedto the flieasuting instrument with confusion.

GILADE POINT AVERAGE _MODIFICATION

It was anticipated that successful and productive group counselingexperiences might be reflected in improved grade point averagesduring and subsequent to the counseling. Grade point averages foreach of the fall, winter, and spring quarters were gathered fromthe individual student transcript files located in the college registrar'soffice. A few of the students attended only the winter quarter during.which the research was conducted, some attended only one additionalquarter preceding or following the data gathering quarter, and stillothers received incomplete grades, so no GPA' s were available for them.This explains the variability of the N in Table 4 which reports thefindings for this segment of the stu4.

Comparisons were made between earned GPA's in three ways, falland winter, fall and spring, and winter and spring. The F values re-sulting from all three comparisons were not significant. It is obvioushowever, that there were rather large increases in grade point averagesbetween fall and -winter and betweic-1 fall and spring in both the experi-mental and control groups. It app'e' ,s that one quarter of collegeexperience, and possibly two quarte.$ in the cases of some students,resulted in a considerably improved capability for dealing with thecomplexities of the college learning environment. The relativelyconstant GPA means for winter and spring might-indicate that afterone or at the most two quarters of college experience the CPA's reacha plateau of at least a temporary nature. Group counseling had noapparent effect upon this finding.

ATTAINNMNT OF GROUP COUNSELING WORK LEVELS

This segment of the research dealt: with an evaluation of the inter-actions of the e-xperirnerntal group members as the group counselingprocess evolved. It was reasoned that if the counseling groups werefound to be interacting at group work le\-els this would have significancein relaticm to the other findings of this study.

There were three counseling groups with an original assignment: ofeleven or twelve students each. The groups met in a small clan srooiyiand in a room prepared for small group testing. The arrangement

WaS hasicalJ.y a circle around tables with the tape recorder on thefringe of the group,, Group counseling sessions were conducted forfifty minutes, twice a week and were of a group centered relativelyunstructured nature. Their underlaying philosophy 73f operation wasmuch like that described by 'Afton' and by Rogers.

Audio tapes were made of each of, the group counseling_&essions_and the interac tions analysis during the first and tenth group sessionswas conducted independently by two consultants utilizing the HillInteraction Matrix - Form. G.. (HIM-G)*

Table65

in Appendix B summarizes the results of an analysis ofvariance which compared the speculative and confrontive scoresresulting from the two judges evaluations of the three audio-I-tapes ---for the first and for the tenth group sessions. The F value of 13. 29is significant at well beyond the 05 level of confidence and indicatesthat the two judges believed the tenth group sessions were more pro-ductive of work than the first group sessions.

According to Table 6 the two judges evaluated the risk ratio** asrising in every comparison of the first and tenth audio tapes. Thetwo judges appeared to feel that the tenth.audio tapes definitelyindicated more group interactions characterized by considerable realinvolvement, emotional tension and mental. impact than was evidenton the first tapes. The intra-group ratio*** did not show such adecisive rise however, it was described as remaining the same oradvancing in all but two of the six comparisons. In group threeevaluator number one judged the intra-group ratio to have changedfrom high average to low average and in group one from low averageto low. It should be noted that all but one of the twelve descriptionsof intra-group ratio were average or above. This appears to indicatea general willingness to discuss group matters and relationships amonggroup members was present from the beginning.

WHIM was developed by Wm. Fawcett Hill at the Youth Studies Centerat the University of Southern California. It's purpose is to study inter-action in psychotherapy groups. A copy of the matrix is in Appendix A.

**Risk ratio is a 1411.4 term which consists of the volume of memberverbal participation in assertive and confrontive areas compared withvolume of conventional and speculative verbalizations.

*'* *Intra-group ratio is the volume of group and relationship comparedwith topic and personal verbalizations by group members.

8

There scorns to be a reasonable amount of evidence that the counsel-ing g o-ops we I C functioning at work levels at least by the tenth sessions.How fully the work levels of functioning were maintained during theintervening sessions between the first and the tenth is not known withprecision. The quality of the work level experiences in the groups isopen to questi 6314 also. An additional unanswered question concernsthe _a2 oiaLt_o.1 Troup work Level functioning reqtered- to-bring ,about-ohange s in anxiety, self concept, reading skills, study habits andattitudes, and GRA' s. This assumes such changes would occur withquality group work levels of functioning.

CONCLUSIONS AND IMPLICATIONS

This study was conducted primarily to investigate the effects ofgroup counseling upon the .several measureable human variablesdiscussed earlier in the report. Thus, the major conclusion mustbe that group counseling as herein described did not significantlymodify the reading skills, self concept, anxiety levels, study habitsand attitndes, and grade point averages of the students involved.However, some segments of the total groups, for example femaleexperimental compared with female control students on vocabulary,did show significant differences. Also, the students who experiencedgroup counseling di.d show more improvement on each of the readingvariables than did the control students. This occurred despite theexperimental group students devoting only one half as much class timeto practicing reading.

Another finding was that the community college counselors wereapparently successful with the assistance of a consultant in establishinga group counseling atmosphere which resulted in group functioningat the work level. It must then be concluded that the relativelyunstructured, group centered counseling approach utilized for onlya one quarter time period may not have been adequate to bring aboutthe outcomes anticipated. This does not necessarily imply that othergroup counseling approaches or the same approach over a more extendedtime period might not result in significant modification of the variablesemployed in this study or othe, measurable variables.

9

REFERENCES

1. Abrams, Jules C., "Neurological and Psychological Aspects of

Reading, " Perception and Reading, Newark, Delaware: InternationalReading Association, Vol 12, Part 4, p. 63.

2. Anderson, J.R., "Reading Skills in College Entrants," ClearingHouse, 34:15, Sept., 1959.

3. Barton, Thomas L., "English Programs for Transfer Students, "

The Junior College, 1965, p. 94.e,

4. Becker, Barbara Ann, "Reading Improvement and PsychologicalOrientation," Journal of Developmental ReaclincY, 5:133-137, Winter,1962.

5. Bloomer, Richard H. , "The Effects of A College Reading Programon a Random Sample of Education Freshman, " Journal of DevelopmentalReading, 5:110-118, Winter, 1962.

6. Garrett, Henry E., Statistics in 13±isholux.. and Education, New

York; David McKay Co., Inc. , 1958, pp. 291-304.

7. Guerney, D., "Effect of an Individual Reading Program. on Reading .

Level and Attitude Toward Reading, " Reading Te acher, 19 277-80,

Jan., 1966.

8. Hall, Mary H., "A conversation with Carl Rogers." PsychologyToday, December, 1967, p. 18.

9. Lifton, Walter M. , Working With Groups, New "York: John Wileyand Sons, Inc. , 1966

10. Raygor, A. L., .13. M. Wark, "Personality Patterns of PoorReaders Compared with College Freshnian," Journal of Reading,8:40-46, Oct. , 1964.

11. Roth, R. M. Jr. , "Role of Self Concept in Achievement," Journalof E:,:poriment,a1 Education, 27:265-81, June, 19.59.

12. Rothney, John W. , Guidance Practices and Results, New York:Harper and Brothers Publishers, 1958, pp. 56-57.

13. Saylc.ts,fo'r CollegeVol. 4, No.

Daniel G., "Recent Re search. in Reading: Implicationsand Adult Programs, " Journal of Developmental Reading,

4, pp. 217-227, Summer, 1960.

10

BIBLIOGRAPHY

1. Athc.nef, Irene J. and Jack A. Holmes, "Personality and ReadingSuccess: A Then and Now Study of 30 Years Span," Forging. Aheadin Reading, Newark, Delaware: International Reading Association,19 68, Vol. 12 Part /.

2. Clements, Barton E. , "Transitional Adolescence, Anxiety and

Group Counseling, It Personnel and Guidance Journal, Vol. 45, No. 1,

September 1966.

3. Dolan, G. Keith, "Counseling as an Aid for Delayed Readers,"

Journal of Reading, 8:134, November 1964.

4. 'Hill, William Fawcett, A Guide to Understandina the Structure

and Function of the Hill Interaction Matrix, University of Calif. ,

Undated.

5. , "Group Therapy for Social Impact: InnovationL n Leadership Training, " American Behavioral Scientist, Vol. 11, No. 1,

Sept. -Oct. , 1967.

6. , Hill. Interaction Matrix, Youth Study Center,University of California, 1965.

7. Harris, Beecher H. , "Helping to Read: A Proposal," PhiDelta Elappan, May, 1969.

8. Heftel, D. L,, "Reading-Training in a Counsethig Service,"

Journal of Developmental Treading, Autumn, 1961.

9. Hummel, Raymond and Norman Sprint:hall,. "UnderachievementRelated to Interest, Attitudes and Values," Personnel and GuidanceJournal, Vol. 44, No. 4, Devember 1965.

10. Kingston, Albert J. , "The Psychology of Reading, " ForgingAhead in Reading. Newark, Dr 'aware: International Reading Assoc.1968, Vol. 12, Part 1.

11. Knafle, June D. "Personality Characteristics, Social Adjustment,and Reading Effectiveripss in Low-Achieving Prospective CollegeFreshman in a Reading Program, " Journal of Educational Research,59:149-153, December 1965.

11

12. Loo, Waynr., "Who can Profit Most From Developmental Readingat College Adult Level," Perspectives in Reading: Co llee AdultReadina, Instruction, Neward, Delaware, 1964.

13. Newman, H., "Job Counseling and Readings' Journal_of Readiag90.06-115, November, 1965.

14. Raygor, A. V. , F.L. Vance and Donna Adcock, "The Diagnosisand Treatment of College Reading Difficulties Using Patterns ofSymptomatic Statements," Journal of Develarnental Reading, 3:3, 1959.

15. Schick, George E. "Diversity in College Reading Programs,"Pers a i.ves in Rea Colleg. Adult Reading Instruction, Newark,Delaware, 1964.

16. Smith, Robert M. , Teacher Diagnosis of Educational Difficulties,Colurnbua, Ohio: Charles E. Merrill Publishing Co., 1969.

17. Spacke, George D., "Clinical Work With College Students,"Perpes1.1ves in Reading - College Adult Reading Instruction, Newark,Delaware, 1964.

18. , "Reading Improvement as a Counseling Procedure, "Starting and Improving College Reading Programs, Eighth Yearbookof the National Reading Conference, Milwaukee, Wisconsin: MarquetteUniversity, 1959.

19. Strong, Ruth, Constance McCullough and Arthur E. Trader,The Im.p lovemont of Reading, 4th Ed., New York; McGraw-HillBook Co. , 1967.

12

APPENDIX A

Hill Interaction Matrix (HIM)

HILL INTERACTION MATRIX

CONTENT/STYLES

[TOPIC CENTERED MEMBER CENTERED

TOPICS GROUP PERSONAL RELATIONSHIP

1

I II III IV

-Pro-Worl:

C

D

--- Work

,4.44 044..1.

I A H A

.`-',., aeK .

B IIB

C

(3)

ID(5)

I.E

(7)

II C(6)

II D(6)

Tr E

(8)

15

III A IV A

4.1.40444

III B I IV B

rrx C IV C(12)

III D IV Dgs (13) (14)

.4.441.144

III E I IV E

(15) (16)

-- RESPONSIVE

CONVENTIONA

ASSERTIVE

SPECULATIV.

CONFR oNT IVE

APPENDIX B

Tables of Findings

TABLE 1

CompEctisons of Reading Test Scores for Experimental andControl Groups Utilizing Analysis of Covariance.

Pre-test Post -test *FVariable Group N Mean Mean Value

Vocabulary Exper. 25 35.84 36.84Control 31 36. 87 35. 71

Comprehension Exper.Control

Rate

Reading Total.

25 26.'7631 24. 71

27.:,25. 84.

Exper. 25 240.28 328.08Control* 31 248. 74 349.19

Exper. *25 62.60 64.16Control 31 61. 58 61. 55

*4.02 is the .05 lc,vel of confidence for 1. 54 d. f.

TABLE la

1.78

. 20

,40

. 94

Conwarisons of the Reading Test Scores for Female Experimentaland Feilnale Control Groups Utilizing Analysis of Covariance

Pre- Test Post -TestVariable .Group Mean Mean Value

Vocabulary Exper, 9 36. 33 39. 78Control 10 35. 40 31. 70

Comprehension Exper.Control

Rate

9 27.1110 23.60

26. 7828. 40

Exper. 9 253.67 324.11Control 10 240. 50 309.70

Reading Total Exper. 9 63. 44 66. 56Control 10 59. 00 60.10

*4. 45 is the . 05 level of confidence for 1,17 d. f.8.40 is the .05 level of confidence for 1,17 d. 1.

19

7.38

1.67

.11

.70

TABLE 2

CaivIPARISONS OF SELF CONCEPT SCALE AND ANXIETYSCORES 0:1;' EXPERIMENTAL AND CONTROL GROUPS

UTILJZING ANALYSIS OF COVARIANCE

group_ N

Self Criticism E:Kper. 25Control 31

Self Esteem Exper. 25Control 31

Consistency Expe r.Control

2531

Certainty Exper. 25Control 31

Anxiety-Score-A Exper. 25Control. 31

Score B Exper. 25Control 31

Pre-Test Post-Test *Ir-Mean Value

34. 64 32.8836. 61 36.35

333.96 344.52334. 26 334.61

50. 60 45.2849. 03 42.74

107. 36 113.40108. 87 112. 35

5.976.28

5. 575. 77

91 .78.88 . 83

*4. 02 is the . 05 level of confidence for 1, 54 (1. f.

20

3. 70

1. 8Z

. 44

.15

.10

1.15

TABLE 3

COMPARISOlsTS Of SURVEY OF STUDY HABITS AND ATTITUDESSCORES FOR EXPERIMENTAL AND CONTROL GROUPS

UTILIZING ANALYSIS OF COVARIANCE

Variables

Delay Avoidance(DA)

Work Methods(WM)

Study kiabits-SH(DA WM)

Teacher App royal Exper.(TA) Control

EducationAcceptance (EA)

Study AttitudesSA ('("A + EA)

Study Orientation

Pre- Test- Post-TestGrout)

..4..... N........ M an Mean Value

E%per.Control

Exper.Control

er. .

Control

Expo 3' .

Control

Expo r .

Control

Expo r.(SN '4- SA) Control

2531

2531

2531

2531

2531

2531

2531

23.3221. 55

21.7618. 81

45. 2440.35

34.7632.55

31.4029.40

66.1661. 65

108.92102. 06

25.1222. 26

25. 2823. 58

50.4045.90

34.4032. 77

30.1228.13

64.1260.90

114. 48106. 81

. 46

. 36

. 00

.14

.18

. 52

. 00

4. 02 is the . 05 le-vel of confidence for 1, :54 d. I.

21

TABLE

CO:VTPATMONS OF SURVEY OE STUDY HABITS AND ATTITUDESSCORES OF ",CONY) YEAR EXPERIVENTAL AND CONTROL GROUPS

"Until ZING ANALY S1S OF COVARIANCE

. Pre-Test Post-Test FVariable s Gr (Air, N Means Means Values

Delay Avoidance 1,1:.:per. 7 29. 33 26. 00(DA) Control 4 20. 25 28.00

Work Methods Expc r. 7 32. 33 31. 50

. (14/M) Control 4 24. 50 32. 00

Study Habits Expo r. 7 61.67 57.504 44.75 60. 00(DA + WM) Control

Teacher Approval Expel-.(TA) Control

7 38.17 40. 004 36.75 40.75

Edncation 7

Acceptance (EA) Control 4

Study Attitude. s Expe r. 7

SA (TA -1 EA) Control 4

Study Orientation. Expc:r. 7

(S.T. -I. SA) Control 4

8. 04*

3.99

6.76-'

29

34.33.

73.70.

124.115.

8350

0035

6700

35.34.

75.75.

133.13 .

5075

5050

000

.

.

/5. 32 is the .05 1 r.:vol of confidence for 1, 8 (1.1.*Significant at . 05 level for 8 d. 1.

72

02

25

77

TABLE 4

COMPARISONS OF ri111..: FALL & WINTER, FALL & SPRING AND"WINTER SPRING GRADE POINT AVERAGES FOREXPERIME17fAL AND CONTROL GROUPS UTILIZING

111-1E ,ANALYSIS OF COVARIANCE

Group

Exper.Control

Group

Exper.Control

Exper.Control

*4.13 is the .

4.151 the.x4. 07 is the

NFall Qtr.

MeansWinter Qtr.

Me.ans Value s

18 2.13' 2.48 .25*18 2.42 2. 51

Fall Qtr. Spring Qtr.N Means Means Values

18 2.13 2. 52. o o 1,/16 2.16 2. 54

Winter Qtr. Spring Qtr.Means Means Value s

21

232. 572. 52

2. 572. 46 .15 x

05 level of confidence for 1, 34 d. f.05 level of confidence for 1, 32 d. f.05 level of confidence for 1, 42 d. f.

23

TABLE 5

CONCPART:;ONS Oif COUNSELING GROUP INTERACTIONS ONTtlE FiI&S T AND TENTH AUDIO TAPES AS EVALUATED THROUGH

USE OF THE HIM- -G AND UTILIZING ANALYSISOF VARIANCE

Sources ofVariation df

Sources ofSquare s

Between trials 1 1235.67

Among subjects 5 716.17

Iiiteraction 5 464.83

Totals 11. 2416.67

Mean Square(Variance) Values

-=6.61 is the .05 level of confidence for 1;5 df.

24

1235.67

143.23

92.97

13.29*

1.54

TABLE 6

S IP T1 E VALUATIONS OF RISK RATIO AND INTRA-GROUPRATIO LA.6,.C.H. COUNSELING GROUP AS DETERMINED BY TWOEVALPATORS UTILIZING THE HILL INTERACTION MATRIX, FORM G

COlinSelir02 Cr 0114) s...vv..

1

2

3

2

Risk Ratio Descriptlon *

First T2229 Tenth Tame

low, averne high, high average

low average, relatively extremely high, extremelyhigh high

low, low average low average, high

Intra-Group Ratio Description

low average, high average low,high average

average, above average high average, aboveaverage

high average, high average low average, high

*Evaluator number one's description is listed first for each tape.

25