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

Q2 Social Sciences Journal of College Reading and Learning Pub Date : 2022-10-31 DOI:10.1080/10790195.2022.2137069

Amani Talwar, Joseph P. Magliano, Karyn Higgs, Alecia M. Santuzzi, S. Tonks, T. O’Reilly, J. Sabatini

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引用次数: 5

Abstract

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.

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大学早期学业成功:阅读素养技能、元认知阅读策略和阅读动机的影响

除了传统的大学准备程度衡量标准外，还需要更多关于影响学术阅读和大学成功的学生因素的知识。本研究考察了“精通学术读者”框架中指定的学生因素——阅读识字技能、元认知阅读策略和阅读动机——对大学前两年三个学期复杂学术阅读任务表现和累计GPA的贡献。分层回归模型是使用一个四年制公立学校的166名学生样本进行估计的。结果表明，词汇、阅读理解和解决问题的阅读策略对学业阅读成绩和早期大学平均成绩的重要性。然而，在控制了学生的标准化考试成绩和高中平均成绩后，其中一些影响减弱了。研究结果表明，各机构应为跨学科的阅读技能和策略提供持续支持。

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

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期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.