Early Academic Success in College: Examining the Contributions of Reading Literacy Skills, Metacognitive Reading Strategies, and Reading Motivation

Autor/inn/en	Talwar, Amani; Magliano, Joseph P.; Higgs, Karyn; Santuzzi, Alecia; Tonks, Stephen; O'Reilly, Tenaha; Sabatini, John
Titel	Early Academic Success in College: Examining the Contributions of Reading Literacy Skills, Metacognitive Reading Strategies, and Reading Motivation
Quelle	In: Journal of College Reading and Learning, 53 (2023) 1, S.58-87 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2022.2137069
Schlagwörter	College Students; Student Characteristics; Reading Strategies; Reading Motivation; Success; Reading Skills; Literacy; Metacognition; Grade Point Average; Vocabulary; Reading Comprehension; Problem Solving; Problem Based Learning; Predictor Variables; Content Area Reading; College Readiness; High School Graduates; ACT Assessment + Suchen Sie Ihr Suchwort? Collegestudent; Reading strategy; Leselernstufe; Lesetechnik; Lesemotivation; Erfolg; Reading skill; Lesefertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wortschatz; Leseverstehen; Problemlösen; Problem-based learning; Problemorientiertes Lernen; Prädiktor; Sinnerfassendes Lesen; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	More knowledge is needed regarding the student factors that impact academic reading and success in college beyond traditional measures of college readiness. This study examined the contributions of student factors specified by the Proficient Academic Reader framework--reading literacy skills, metacognitive reading strategies, and reading motivation--to performance on a complex academic reading task and cumulative GPA across three semesters within the first two years of college. Hierarchical regression models were estimated using a sample of 166 students at a four-year public institution. Results indicated the importance of vocabulary, reading comprehension, and problem-solving reading strategies to academic reading performance and early college GPA. However, some of these effects diminished after controlling for students' standardized test scores and high school GPA. The findings imply that institutions should implement sustained support for reading skills and strategies across disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01