A LONGITUDINAL STUDY OF SIX DEVELOPMENTAL STUDENTS' PERFORMANCE IN READING AND WRITING

<p>Six students scheduled into developmental reading and writing courses at the University of Florida voluntarily participated in a longitudinal study designed to trace their progress in reading and writing. According to results from multiple-choice tests and essays, several students progressed during the 3½-year span, although the improvement was neither linear nor extensive. However, through questionnaires and interviews, the six students showed increasing metacognitive awareness of their own strengths and weaknesses; they also improved in their attitudes toward reading in particular.</p>