An Exploration of Academic Reading Proficiency at the University Level: A Cross-Sectional Study of 848 Undergraduates

Autor/inn/en	Gorzycki, Meg; Howard, Pamela; Allen, Diane; Desa, Geoffrey; Rosegard, Erik
Titel	An Exploration of Academic Reading Proficiency at the University Level: A Cross-Sectional Study of 848 Undergraduates
Quelle	In: Literacy Research and Instruction, 55 (2016) 2, S.142-162 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2015.1133738
Schlagwörter	Reading Skills; Undergraduate Students; Reading Achievement; Reading Tests; Instructional Program Divisions; Geographic Location; Content Area Reading; Cognitive Processes; Multiple Choice Tests; Scores; High School Graduates; Content Validity; Likert Scales + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseleistung; Lesetest; Sinnerfassendes Lesen; Cognitive process; Kognitiver Prozess; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Likert-Skala
Abstract	Academic reading proficiently is characterized by the ability to perform cognitive tasks associated with interpreting text. Researchers developed an externally validated Informal Academic Reading Proficiency Test to gauge undergraduates' academic reading proficiency. A cross-sectional study of 23 classes completed the reading test in 2014. This convenience sample totaled 848 undergraduates. Academic reading proficiency did not vary significantly by class level. Students who earned high school diplomas in the United States had greater academic reading proficiency than students who did not earn their diplomas in the United States. The results of a cross-sectional, undergraduate academic reading proficiency test of 848 students reveal that students do not necessarily improve their reading as they progress toward college graduation and that many struggle with a common set of reading tasks across all class levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01