Empirical Insights into College Students’ Academic Reading Comprehension in the United States

Abstract

ABSTRACT This article reports on a collaborative research project involving faculty in writing studies, communication disorders, and applied linguistics that sought to empirically describe the reading skills of students (N = 910) in freshman composition classes at one college and two universities in the northeast United States. The research team developed and administered a questionnaire that evaluated students’ reading abilities according to six categories: inferential ability, background knowledge, general comprehension, vocabulary, figurative language/jargon, and morphosyntactic structures (grammar/syntax). Our statistically significant results showed that students scored best in the categories of background knowledge and general comprehension, which are well researched in a college population. However, students struggled in categories such as figurative language/jargon and morpho-syntactic structures, which are not well researched in a college population. Further, comprehension seemed generally discrete (understanding specific points of an essay) rather than holistic (indicated by an ability synthesize those points into a general statement about the author’s thesis). These findings suggest that further empirical research in this area will help describe the reading skills of college students and consequently will inform the development of pedagogical approaches that more effectively address students’ current needs.