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ERIC Number: ED182711
Record Type: Non-Journal
Publication Date: 1979
Pages: 14
Abstractor: N/A
Reference Count: N/A
Differences in Textbook Strategies: Good and Poor University Level Readers Perceive Themselves Employing.
Mikulecky, Larry; Olshavsky, Jill Edwards
A study was undertaken to identify the strategies good and poor readers at the university level use when reading a text assignment. Forty-four study strategies were identified based on answers to a questionnaire concerning how they studied that was given to one hundred university freshmen enrolled in an elective reading and study skills class. Next, a comparable sample of 133 freshmen students were given both an economics chapter to read and the 44 strategies, followed by a seven point Likert-type scale to indicate the frequency with which they perceived themselves using each strategy. The 133 freshmen were divided into good, average, and poor readers according to their scores on the Nelson-Denny Reading Test. The good and poor readers' responses to the 44 questions were analyzed. Analysis revealed few significant differences between responses of good and poor readers. Two of the reported differences between good and poor readers were that good readers' strategies reflected a sense of a serious, systematic approach to text reading and that good readers reported reading for an overview more often than did poor readers. (MKM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A