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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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ERIC Number: EJ917113
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0034-0510
Strategies for Improving Reading Comprehension among College Students
Lei, Simon A.; Rhinehart, Patricia J.; Howard, Holly A.; Cho, Jonathan K.
Reading Improvement, v47 n1 p30-42 Spr 2010
Comprehension in textbooks, scholarly books, and research journal articles, along with identification of important information can be problematic for college students. Reading is fundamental in all academic disciplines. Many college instructors do not see that teaching students reading skills as part of their job, and that reading required college-level textbooks and scholarly books are not different from reading general (non-academic) materials. These instructors also assume that students have developed proper reading skills from previous academic years. However, instructors do not realize that students may often experience difficulty in reading academic subject matter and in comprehending what they have read, resulting in low rates of student success and retention, along with lowered academic standards. This article reviews various strategies for improving student comprehension of required reading materials. These strategies may include providing students with background knowledge or experience, providing practical homework and class work, providing learning aids, using the SQ3R and peer teaching methods, practicing encoding, as well as teaching reading flexibility. (Contains 1 figure and 1 table.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A