ERIC Number: EJ1126731
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 23
Reading to Learn or Learning to Read? Engaging College Students in Course Readings
Kerr, Mary Margaret; Frese, Kristen M.
College Teaching, v65 n1 p28-31 2017
Despite instructors' belief that class readings are integral to the learning process, only 20-30% of undergraduate students complete required readings. Failure to complete course reading has been associated with declines in exam and research performance. This article first offers a brief review of the literature on why students do not complete course readings: 1) unpreparedness, 2) lack of motivation, 3) time constraints, and 4) an underestimation of reading importance. We then identify approaches that encourage students to read, enjoy reading, and develop metacognitive knowledge, shown to improve learning.
Descriptors: Reading Improvement, Undergraduate Students, Content Area Reading, Reading Motivation, Reading Attitudes, Reading Strategies, Change Strategies, Literature Reviews
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Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A