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How do I read? What colleges can learn about supporting the transition to college reading from first-year student's self-reported reading lives
Descriptive
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Title
How do I read? What colleges can learn about supporting the transition to college reading from first-year student's self-reported reading lives
Name
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Lepore
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Bridget A.
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1972-
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Bridget A. Lepore
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Carrie
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Carrie Lobman
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Advisory Committee
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chair
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Battey
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Dan
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Dan Battey
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Advisory Committee
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internal member
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Polirstok
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Susan
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Susan Polirstok
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Advisory Committee
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outside member
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Rutgers University
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degree grantor
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Graduate School of Education
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theses
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2019
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2019-10
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2019
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English
Abstract
In order to succeed in college, students need to be able to read closely, critically, and independently. Unfortunately, large scale studies of graduating high school students in the United States have indicated that many are underprepared for college and career reading. When these students enter college, they often find themselves in a space that is heavily dependent on reading and yet provides little support for the new content, context, and forms of reading they will encounter. These students bring with them a lifetime of literacy experience though, which can help faculty and learning designers to understand how they read.
Using a mixed methods approach, this study looked at the personal reading lives of first-year college students. For the purpose of the study, an individual’s reading life was separated into four dimensions including belief and confidence in their skills, habits during reading, preferences, and motivation. In the fall of 2018, participants completed a survey which asked about their reading lives as well as their preferences for instruction. The survey was followed by focus groups held in the spring of 2019.
Overall, the study participants had a positive view of reading and their reading skills, however the focus group discussions indicated that students became aware of the need to improve their reading skills as the year progressed. This study found that students valued their college faculty and expected them to act as content experts, teachers, and learning support, and valued reading-based activities that were social in nature and connected them to content, faculty, and peers. Students had strong preferences about the types of materials used in classes as well as classroom practices. The study results yielded several suggestions for improving teaching and building reading-centered learning experiences and the professional learning needed for faculty.
Using a mixed methods approach, this study looked at the personal reading lives of first-year college students. For the purpose of the study, an individual’s reading life was separated into four dimensions including belief and confidence in their skills, habits during reading, preferences, and motivation. In the fall of 2018, participants completed a survey which asked about their reading lives as well as their preferences for instruction. The survey was followed by focus groups held in the spring of 2019.
Overall, the study participants had a positive view of reading and their reading skills, however the focus group discussions indicated that students became aware of the need to improve their reading skills as the year progressed. This study found that students valued their college faculty and expected them to act as content experts, teachers, and learning support, and valued reading-based activities that were social in nature and connected them to content, faculty, and peers. Students had strong preferences about the types of materials used in classes as well as classroom practices. The study results yielded several suggestions for improving teaching and building reading-centered learning experiences and the professional learning needed for faculty.
Subject
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Topic
Teacher Leadership
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College
Subject
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Topic
Literacy
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Rutgers University Electronic Theses and Dissertations
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ETD_10402
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application/pdf
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text/xml
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1 online resource (ix, 172 pages)
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Ed.D.
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Includes bibliographical references
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Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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doi:10.7282/t3-erjx-gz21
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(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
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Lepore
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Bridget
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Permission or license
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2019-10-18 11:46:17
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Bridget Lepore
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Rutgers University. Graduate School of Education
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2019-10-18T14:57:54
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2019-10-18T14:57:54
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