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Practising college reading strategies: First-year students’ choices

Practising college reading strategies: First-year students’ choices

Cabral, Ana Paula and Tavares, José (2002) Practising college reading strategies: First-year students’ choices. The Reading Matrix: an International Online Journal, 2 (3).

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Abstract

This research aims to point out the main Reading/Comprehension strategies applied by Higher Education first -year students during their daily learning academic tasks and their major difficulties in this field. The research process consists in a measuring frequency Lickert scale questionnaire completed by 1,000 students from four of the main Portuguese state universities from science and engineering courses. From a whole set of strategies presented, the students had to refer to their reading habits and purposes, concentration levels during reading, comprehension rates, information detection and management techniques, support instruments usage, quotation and opinion exchange and doubt solving with teachers and foreign language (English) comprehension levels. Reading/Comprehension level groups were formed according to the competence and abilities of the students. Results seem to indicate that the majority of the students had an intermediate level of proficiency in this field. In fact, students tend to use general strategies connected with their specific academic tasks and study habits. However, results appear to indicate that students tend to avoid the usage of strategies that involve interaction with teachers and more specific strategies that may control/determine their academic writing tasks and that imply a higher scope of proficiency.

Item Type: Article
Uncontrolled Keywords: Reading, Strategies, HE
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Department of Primary Education
Last Modified: 20 Jun 2017 14:22
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/17336

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