Sandra Fernandes, Luís Querido, Arlette Verhaeghe
Learning to Read in an Intermediate Depth Orthography: The Longitudinal Role of Grapheme Sounding on Different Types of Reading Fluency
Behavioral sciences (Basel, Switzerland)
assessed many students entering community colleges referred one levels developmental education need assist students weak academic skills well known little research examined student progression multiple levels developmental education entrylevel college courses purpose paper analyze patterns determinants student progression sequences developmental education starting initial referral results indicate fewer one half students referred remediation actually complete entire sequence referred 30 percent students referred developmental education enroll remedial course 60 percent referred students actually enroll remedial course referred results also show students exit developmental sequences enroll first subsequent course failed withdrew course enrolled also show men older students african american students parttime students students vocational programs less likely progress full remedial sequences