Pub Date : 2022-10-02DOI: 10.1080/10790195.2022.2121786
Alison M. Douglas
ABSTRACT This critical reflective essay highlights three significant moments in one White woman’s ongoing efforts to move beyond performative equity work. Through this narrative, the author sheds light on the unspoken rules of Whiteness that limited her engagement with race, reflecting on ways that colorblind etiquette prevented her from seeing her Black students and colleagues. The author employs deeply personal narrative to demonstrate the pivotal nature of individual reflection for White educators seeking to address educational inequities in their institutions and their individual practice.
{"title":"Seeing Shakira: Critical Reflections on Unspoken Rules of Whiteness","authors":"Alison M. Douglas","doi":"10.1080/10790195.2022.2121786","DOIUrl":"https://doi.org/10.1080/10790195.2022.2121786","url":null,"abstract":"ABSTRACT This critical reflective essay highlights three significant moments in one White woman’s ongoing efforts to move beyond performative equity work. Through this narrative, the author sheds light on the unspoken rules of Whiteness that limited her engagement with race, reflecting on ways that colorblind etiquette prevented her from seeing her Black students and colleagues. The author employs deeply personal narrative to demonstrate the pivotal nature of individual reflection for White educators seeking to address educational inequities in their institutions and their individual practice.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43317464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.1080/10790195.2022.2121784
E. Moradi, Z. Ghapanchi, R. Pishghadam
ABSTRACT This study aims to find the potential relationship between emotioncy (sense-induced emotions), reading strategy use, and reading comprehension test performance among English as a Foreign Language (EFL) learners. To this end, 514 intermediate and upper-intermediate EFL learners were asked to complete a 30-item multiple-choice reading comprehension test along with the emotioncy scale and a standardized reading strategies questionnaire. Fitted regression models, a t-test, and a Mann-Whitney U test were utilized to analyze the data. The findings showed that higher levels of emotioncy may lead to higher scores in a reading comprehension test. Moreover, the learners who had higher levels of emotioncy employed more cognitive and metacognitive reading comprehension strategies and all their related sub-scales. Finally, the results revealed that the emotioncy level is a stronger predictor of reading comprehension success compared to the reading strategies employed by EFL learners. In the end, the findings were discussed in the context of language education and implications were provided.
{"title":"A Probe into Cognitive and Metacognitive Reading Strategy Use and Reading Comprehension Test Performance in Light of Emotioncy","authors":"E. Moradi, Z. Ghapanchi, R. Pishghadam","doi":"10.1080/10790195.2022.2121784","DOIUrl":"https://doi.org/10.1080/10790195.2022.2121784","url":null,"abstract":"ABSTRACT This study aims to find the potential relationship between emotioncy (sense-induced emotions), reading strategy use, and reading comprehension test performance among English as a Foreign Language (EFL) learners. To this end, 514 intermediate and upper-intermediate EFL learners were asked to complete a 30-item multiple-choice reading comprehension test along with the emotioncy scale and a standardized reading strategies questionnaire. Fitted regression models, a t-test, and a Mann-Whitney U test were utilized to analyze the data. The findings showed that higher levels of emotioncy may lead to higher scores in a reading comprehension test. Moreover, the learners who had higher levels of emotioncy employed more cognitive and metacognitive reading comprehension strategies and all their related sub-scales. Finally, the results revealed that the emotioncy level is a stronger predictor of reading comprehension success compared to the reading strategies employed by EFL learners. In the end, the findings were discussed in the context of language education and implications were provided.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45984662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10790195.2022.2085456
S. Felber, Deena Vaughn, M. Carson
Taylor, Sarah E. Carlson, Mark L. Davison, and Ben Seipel study the relation-ship between reading comprehension assessment and postsecondary academic achievement. The authors conducted a meta-analysis to explore the
{"title":"A Note from the Editors","authors":"S. Felber, Deena Vaughn, M. Carson","doi":"10.1080/10790195.2022.2085456","DOIUrl":"https://doi.org/10.1080/10790195.2022.2085456","url":null,"abstract":"Taylor, Sarah E. Carlson, Mark L. Davison, and Ben Seipel study the relation-ship between reading comprehension assessment and postsecondary academic achievement. The authors conducted a meta-analysis to explore the","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45081806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-17DOI: 10.1080/10790195.2022.2084798
Yury Muravev
ABSTRACT The premise of this research is that analytical and extensive reading in a digital environment might be used to facilitate second language acquisition at the tertiary education level. Despite the general orientation toward communicative methods in modern second language acquisition, reading methods and techniques have seen an unexpected yet very productive comeback in recent years. A regression analysis of the data gathered from three focus groups of learners (2018–2020) at an institution of higher education in Russia suggests that analytical and extensive reading (based on Adler’s method) may be associated with relatively better performance in reading tasks of all types of Cambridge Assessment certifications. The inference should be drawn that limited exposure to analytical and extensive reading of the original works of literature by three focus groups during the second and the third years of study may facilitate the preparation for the Reading and the Use of English/Reading sections of CAE, CPE, and IELTS Academic. The results suggest that reading plans and book profile creation activities, as well as extensive and analytical reading practice in a digital environment, may be used as relatively effective tools of second language acquisition.
{"title":"Improving Second Language Acquisition by Extensive and Analytical Reading in a Digital Environment","authors":"Yury Muravev","doi":"10.1080/10790195.2022.2084798","DOIUrl":"https://doi.org/10.1080/10790195.2022.2084798","url":null,"abstract":"ABSTRACT The premise of this research is that analytical and extensive reading in a digital environment might be used to facilitate second language acquisition at the tertiary education level. Despite the general orientation toward communicative methods in modern second language acquisition, reading methods and techniques have seen an unexpected yet very productive comeback in recent years. A regression analysis of the data gathered from three focus groups of learners (2018–2020) at an institution of higher education in Russia suggests that analytical and extensive reading (based on Adler’s method) may be associated with relatively better performance in reading tasks of all types of Cambridge Assessment certifications. The inference should be drawn that limited exposure to analytical and extensive reading of the original works of literature by three focus groups during the second and the third years of study may facilitate the preparation for the Reading and the Use of English/Reading sections of CAE, CPE, and IELTS Academic. The results suggest that reading plans and book profile creation activities, as well as extensive and analytical reading practice in a digital environment, may be used as relatively effective tools of second language acquisition.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42215983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.1080/10790195.2022.2062626
Virginia Clinton-Lisell, Terrill O. Taylor, Sarah E. Carlson, M. Davison, B. Seipel
ABSTRACT Reading comprehension assessments are used for postsecondary course placement and advising, and they are components of college entrance exams. Therefore, a quantitative understanding of the relationship between reading comprehension assessments and postsecondary academic achievement is needed. To address this need, we conducted a meta-analysis to examine how well performance on college reading assessments (e.g., ACT, COMPASS, Nelson-Denny, SAT) correlated with academic achievement (GPA and college grades). Additionally, to help explain the variation in previous findings, we examined whether the type of reading assessment used, performance indicator, publication bias, or year of publication served as moderators. Results based on 26 studies and a total of 25,090 students revealed a small association between performance on reading comprehension assessments and college grades (r = .29, SE = .02, 95% CI [.25, .33], p < .001), with no variation based on study moderators. These findings highlight the importance of college students’ reading comprehension skills for college academic achievement.
阅读理解评估用于高等教育课程安排和建议，它们是大学入学考试的组成部分。因此，有必要定量了解阅读理解评估与高等教育学业成绩之间的关系。为了解决这一需求，我们进行了一项荟萃分析，以检查大学阅读评估(例如ACT, COMPASS, Nelson-Denny, SAT)的表现与学业成就(GPA和大学成绩)的相关性。此外，为了帮助解释先前研究结果的差异，我们检查了所使用的阅读评估类型、绩效指标、出版偏倚或出版年份是否起调节作用。基于26项研究和总共25,090名学生的结果显示，阅读理解评估的表现与大学成绩之间存在很小的关联(r = 0.29, SE = 0.02, 95% CI)。[25， .33]， p < .001])，没有基于研究调节因子的变化。这些发现强调了大学生阅读理解能力对大学学业成绩的重要性。
{"title":"Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis","authors":"Virginia Clinton-Lisell, Terrill O. Taylor, Sarah E. Carlson, M. Davison, B. Seipel","doi":"10.1080/10790195.2022.2062626","DOIUrl":"https://doi.org/10.1080/10790195.2022.2062626","url":null,"abstract":"ABSTRACT Reading comprehension assessments are used for postsecondary course placement and advising, and they are components of college entrance exams. Therefore, a quantitative understanding of the relationship between reading comprehension assessments and postsecondary academic achievement is needed. To address this need, we conducted a meta-analysis to examine how well performance on college reading assessments (e.g., ACT, COMPASS, Nelson-Denny, SAT) correlated with academic achievement (GPA and college grades). Additionally, to help explain the variation in previous findings, we examined whether the type of reading assessment used, performance indicator, publication bias, or year of publication served as moderators. Results based on 26 studies and a total of 25,090 students revealed a small association between performance on reading comprehension assessments and college grades (r = .29, SE = .02, 95% CI [.25, .33], p < .001), with no variation based on study moderators. These findings highlight the importance of college students’ reading comprehension skills for college academic achievement.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43724418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.1080/10790195.2022.2062489
Eric Martin, Steven Kim
ABSTRACT Guided reading questions (GRQs) are a formative assessment activity to facilitate student learning. We conducted four experiments to test if GRQs improved student performance on evaluative assessments. Experiment 1 compared test scores between classes that received GRQs or not. Experiment 2 modeled the impact of multiple formative assessments, including GRQs, on evaluative assessments. Experiment 3 examined how optional GRQs impacted quiz scores. Experiment 4 compared test performance between mandatory or optional GRQs. The overall results found weak evidence for the benefits of GRQs, but significant associations between GRQ and evaluative assessment scores. GRQ scores may better indicate a student’s academic habits than provide a unique intervention. Graded GRQs may provide external motivation for textbook reading and access to weekly continuous assessment activity provides benefits for most students.
{"title":"Impact of Instructor Generated Guided Reading Questions for University Textbooks on Learning","authors":"Eric Martin, Steven Kim","doi":"10.1080/10790195.2022.2062489","DOIUrl":"https://doi.org/10.1080/10790195.2022.2062489","url":null,"abstract":"ABSTRACT Guided reading questions (GRQs) are a formative assessment activity to facilitate student learning. We conducted four experiments to test if GRQs improved student performance on evaluative assessments. Experiment 1 compared test scores between classes that received GRQs or not. Experiment 2 modeled the impact of multiple formative assessments, including GRQs, on evaluative assessments. Experiment 3 examined how optional GRQs impacted quiz scores. Experiment 4 compared test performance between mandatory or optional GRQs. The overall results found weak evidence for the benefits of GRQs, but significant associations between GRQ and evaluative assessment scores. GRQ scores may better indicate a student’s academic habits than provide a unique intervention. Graded GRQs may provide external motivation for textbook reading and access to weekly continuous assessment activity provides benefits for most students.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48603333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 10.1080/10790195.2022.2056097
T. Lineweaver, Amanda C G Hall, Hanna Throgmorton, Sean M. Callahan, Alexis J. Bell
ABSTRACT We compared the effectiveness of a “Study Smarter, Not Harder” presentation to spending an equivalent amount of time reading an article: “Optimizing Learning in College.” One-hundred-sixty undergraduate students participated. The presentation and article yielded comparable ratings of study tip effectiveness, helpfulness, and usage. Article readers better discriminated between effective versus ineffective and helpful versus unhelpful strategies. Presentation attendees increased their use of all study strategies, whereas article readers only increased their use of recommended study tips. Results highlight advantages of reading the article over attending this presentation and suggest ways to more effectively teach students to study smarter, not harder.
{"title":"Teaching Students to Study More Effectively: Lessons Learned from an Empirical Comparison of a Study Tips Presentation and a Review Article","authors":"T. Lineweaver, Amanda C G Hall, Hanna Throgmorton, Sean M. Callahan, Alexis J. Bell","doi":"10.1080/10790195.2022.2056097","DOIUrl":"https://doi.org/10.1080/10790195.2022.2056097","url":null,"abstract":"ABSTRACT We compared the effectiveness of a “Study Smarter, Not Harder” presentation to spending an equivalent amount of time reading an article: “Optimizing Learning in College.” One-hundred-sixty undergraduate students participated. The presentation and article yielded comparable ratings of study tip effectiveness, helpfulness, and usage. Article readers better discriminated between effective versus ineffective and helpful versus unhelpful strategies. Presentation attendees increased their use of all study strategies, whereas article readers only increased their use of recommended study tips. Results highlight advantages of reading the article over attending this presentation and suggest ways to more effectively teach students to study smarter, not harder.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49049877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 10.1080/10790195.2022.2044934
Andrew M. Koke, Molly Ann Burke Leon, Anthony Guest-Scott, Garrett M. Carter, Laura Clapper, Gabriel S. Ancil
ABSTRACT Undergraduate retention and persistence are richly discussed topics in higher education, and deservedly so. One specific area of study is how to increase four- and six-year graduation rates, and the usage of learning analytics to determine student pathways of success. At a flagship Midwestern US university, we studied at-risk populations (specifically, students on or near academic probation) who were enrolled in an academic coaching course. The course focused on identifying self-sabotaging academic habits, learning proven study and time management skills, and working weekly with a personal peer academic coach. These undergraduate peer coaches were specially trained to support the enrolled students by helping to set weekly, specific goals, connecting with campus resources, and discussing the complexities of undergraduate life. We used Qualtrics surveys to determine the impression that enrolled students have of the experience, and found it was overwhelmingly positive. We also used a comparison analytical method to determine whether the class had a significant impact on the enrolled students. We found that there is a small and not significant GPA improvement for enrolled students, and a significant improvement in retention for one and two semesters after taking the course.
{"title":"Learning the Whole Story: How Undergraduate Peer Coaches Help with Retention and Academic Success","authors":"Andrew M. Koke, Molly Ann Burke Leon, Anthony Guest-Scott, Garrett M. Carter, Laura Clapper, Gabriel S. Ancil","doi":"10.1080/10790195.2022.2044934","DOIUrl":"https://doi.org/10.1080/10790195.2022.2044934","url":null,"abstract":"ABSTRACT Undergraduate retention and persistence are richly discussed topics in higher education, and deservedly so. One specific area of study is how to increase four- and six-year graduation rates, and the usage of learning analytics to determine student pathways of success. At a flagship Midwestern US university, we studied at-risk populations (specifically, students on or near academic probation) who were enrolled in an academic coaching course. The course focused on identifying self-sabotaging academic habits, learning proven study and time management skills, and working weekly with a personal peer academic coach. These undergraduate peer coaches were specially trained to support the enrolled students by helping to set weekly, specific goals, connecting with campus resources, and discussing the complexities of undergraduate life. We used Qualtrics surveys to determine the impression that enrolled students have of the experience, and found it was overwhelmingly positive. We also used a comparison analytical method to determine whether the class had a significant impact on the enrolled students. We found that there is a small and not significant GPA improvement for enrolled students, and a significant improvement in retention for one and two semesters after taking the course.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42959141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-06DOI: 10.1080/10790195.2022.2044933
Rachelle S. Savitz, Leslie Roberts, Daniel Stockwell
ABSTRACT Research suggests that students need authenticity by welcoming their stories, even causing tension and discomfort with complex topics, encouraging discussion, and questioning. Our study explores undergraduates’ open-ended reflections on using young adult literature to challenge dominant, deficit perspectives about themselves and others, which is not yet the norm but more common in high school settings. We explored how students questioned their implicit biases and assumptions toward a more critically aware identity through a holistic qualitative case study. Our analysis of students’ open-ended reflections produced three major themes: (a) Importance of Diverse Books and Analysis; (b) Books as an Impetus for a Change in Thinking and Awareness of Self; and (c) Lingering Tensions and Ongoing Resistance. Although many students expressed a change in thinking, there were still instances that reflected resistance.
{"title":"The Impact of Analyzing Young Adult Literature for Racial Identity / Social Justice Orientation with Interdisciplinary Students","authors":"Rachelle S. Savitz, Leslie Roberts, Daniel Stockwell","doi":"10.1080/10790195.2022.2044933","DOIUrl":"https://doi.org/10.1080/10790195.2022.2044933","url":null,"abstract":"ABSTRACT Research suggests that students need authenticity by welcoming their stories, even causing tension and discomfort with complex topics, encouraging discussion, and questioning. Our study explores undergraduates’ open-ended reflections on using young adult literature to challenge dominant, deficit perspectives about themselves and others, which is not yet the norm but more common in high school settings. We explored how students questioned their implicit biases and assumptions toward a more critically aware identity through a holistic qualitative case study. Our analysis of students’ open-ended reflections produced three major themes: (a) Importance of Diverse Books and Analysis; (b) Books as an Impetus for a Change in Thinking and Awareness of Self; and (c) Lingering Tensions and Ongoing Resistance. Although many students expressed a change in thinking, there were still instances that reflected resistance.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49512178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-09DOI: 10.1080/10790195.2022.2028593
Turkan Ocal, A. Durgunoğlu, Lauren Twite
ABSTRACT This study investigated whether reading comprehension would differ when the texts are studied and tested on screen or on paper. Participants were 69 college students who were attending a college in midwestern United States. Participants read two expository texts each, under comparable paper and screen conditions and answered comprehension questions. Test forms and the order of the conditions were counterbalanced. The correlations between reading outcomes and reader characteristics were examined. Participants also completed a survey on their views on the two media (paper or screen). The results did not indicate a significant difference on students’ reading comprehension as a function of medium and reader characteristics. However, students reported preferring paper-based reading for complex material.
{"title":"Reading from Screen Vs Reading from Paper: Does It Really Matter?","authors":"Turkan Ocal, A. Durgunoğlu, Lauren Twite","doi":"10.1080/10790195.2022.2028593","DOIUrl":"https://doi.org/10.1080/10790195.2022.2028593","url":null,"abstract":"ABSTRACT This study investigated whether reading comprehension would differ when the texts are studied and tested on screen or on paper. Participants were 69 college students who were attending a college in midwestern United States. Participants read two expository texts each, under comparable paper and screen conditions and answered comprehension questions. Test forms and the order of the conditions were counterbalanced. The correlations between reading outcomes and reader characteristics were examined. Participants also completed a survey on their views on the two media (paper or screen). The results did not indicate a significant difference on students’ reading comprehension as a function of medium and reader characteristics. However, students reported preferring paper-based reading for complex material.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44496300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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