Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties

Abstract

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties (n = 244) compared to students with no such history (n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a history of reading difficulties earn lower GPA and successfully complete fewer credits compared to students with no history of reading difficulty. These patterns varied somewhat by faculty of study. Students with a history of reading difficulties also reported lower scores across multiple metacognitive reading and study strategy scales, yet these scores were not associated with their academic performance. Together, these results demonstrate the importance of identifying students with a history of reading difficulties and that commonly used study strategy inventories have limited value in predicting their academic success.

Development, Validity, and Reliability of a Scale for Exam Preparation Strategies Among Students

“…The present findings are in line with studies by Fathabadi and Seif (18), Soltanalgharaei (1), Shakournia et al (19), Yosefiafrashteh et al (20), and other studies using three approaches to learning (deep, surface, and achieving approaches) (13,14). McGregor and Elliot conceptualized these approaches as a combination of motivation and strategy (9).…”

“…In the surface approach, students only memorize the materials, without demonstrating any desire to understand their actual meaning; in fact, only external incentives and success are important for the students using this approach (13,16). Unlike the surface approach, the deep approach to learning is based on intrinsic motivations and personal interest.…”

“…Unlike the surface approach, the deep approach to learning is based on intrinsic motivations and personal interest. In this approach, students seek meaning in the subject matter and try to understand the logical relation between the content and its meaning (13,16).…”

Reading Processes of University Students with Dyslexia – An Examination of the Relationship between Oral Reading and Reading Comprehension

“…For example, in the UK, the number of first year students with dyslexia has increased more than fourfold from 1996 to 2003, equaling 2.18% of the student population in higher education (Mortimore & Crozier, 2006; see also Canadian University Survey Consortium, 2011, for similar estimates). Bergey, Deacon, & Parrila, 2015). Deacon, Cook, & Parrila, 2012;Parrila, Georgiou, & Corkett, 2007), suggesting that the actual number of university students who may require support for continuing academic success far exceeds the official numbers of students with a diagnosis who are currently registered to receive them (see, e.g.…”

How Dentists Read a Technique Article: A Grounded Theory Investigation

“…There is little literature on the self‐reported reading habits of health professionals—which journals are read and how often . The most extensive literature in this area concerns the identification and training of physiological processes, such as recognizing words that accompany reading passages of text, especially among those with reading difficulties . However, there are no empirical investigations of how dentists or other healthcare professionals actually work their way through a specific article.…”