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ERIC Number: EJ1002283
Record Type: Journal
Publication Date: 2012
Pages: 9
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1087-0059
Social and Academic Correlates of Reading a Common Book
Daugherty, Timothy K.; Hayes, Mathew W.
Learning Assistance Review, v17 n2 p33-41 Fall 2012
Many universities have Common Book programs, but few of them are driven by clear goals and little research about the effectiveness of programs exists. The current study examined social and academic correlates of self-reported common book readership. As expected, upper-level students who read their entire common book as freshmen reported a stronger connection to the community and had higher college achievement. Engaged Readers did not differ from Non-Engaged Readers on high school grade point average (HSGPA) or SAT-verbal score (SATV), so reading a common book does not reduce to preexisting academic skill. Engaged Readers may have been helped by employing stronger learning approaches (Achieving and Deep) than were apparent in Non-Engaged Readers. (Contains 1 table.)
National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A