Re-inventing Remedial Reading in the 21st Century: A Review of the Benefits and Challenges of a Hybrid Remedial Reading Course

Abstract

Remedial courses have been the center of attention over the past decade. More students enter college and take at least one remedial course because they have failed the entrance exams that determine if students have the basic skills to take credit bearing courses. The increase in enrollment for these courses has left administrators to find other sources and programs to accelerate the process. Students who are not accelerated through the remedial courses are sometimes left with taking more than one remedial in a semester. This setback can potentially delay the student’s matriculation and eventually cause the student to drop out of college. This paper examines a first year pilot hybrid remedial reading course offered in the Fall of 2015. Further, this small-scale study illustrates the benefits and effects of a hybrid remedial reading course and provides future recommendations for achievement. Using qualitative and quantitative data, the hybrid remedial reading course was determined to provide positive outcomes when comparing the treated and non-treated groups. It was further observed that the students found the course to be innovative and spark their interests. The promise of a new alternative to remedial reading in the 21st century has the potential to boost student attainment, matriculation, and progress.