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Atkinson, Dawn; Risser, H. Smith – Journal of College Reading and Learning, 2023
Although reading homework is common in university courses, compliance rates vary. Using interviews, this study explored how five students responded to reading assignments in their introductory college mathematics classes and how they viewed reading and reading-related activities relative to their academic successes. Qualitative content analysis of…
Descriptors: Student Reaction, Reading Assignments, College Freshmen, College Mathematics
Follmer, D. Jake; Patchan, Melissa; Spitznogle, Robin – Journal of College Reading and Learning, 2022
Planning for and evaluating study behaviors are key regulatory skills that present considerable challenge for college learners. This study examined the utility of a targeted intervention tool intended to promote college learners' study time calibration. Through implementation of a weekly, reflective activity, we examined improvement in learners'…
Descriptors: Time Management, Study Habits, Metacognition, Intervention
Koke, Andrew M.; Burke Leon, Molly; Guest-Scott, Anthony; Carter, Garrett M.; Clapper, Laura; Ancil, Gabriel S. – Journal of College Reading and Learning, 2022
Undergraduate retention and persistence are richly discussed topics in higher education, and deservedly so. One specific area of study is how to increase four- and six-year graduation rates, and the usage of learning analytics to determine student pathways of success. At a flagship Midwestern US university, we studied at-risk populations…
Descriptors: College Students, At Risk Students, Academic Probation, Coaching (Performance)
Lineweaver, Tara T.; Hall, Amanda C. G.; Throgmorton, Hanna; Callahan, Sean M.; Bell, Alexis J. – Journal of College Reading and Learning, 2022
We compared the effectiveness of a "Study Smarter, Not Harder" presentation to spending an equivalent amount of time reading an article: "Optimizing Learning in College." One-hundred-sixty undergraduate students participated. The presentation and article yielded comparable ratings of study tip effectiveness, helpfulness, and…
Descriptors: Study Skills, Skill Development, Academic Achievement, Program Effectiveness
Martin, Eric; Kim, Steven – Journal of College Reading and Learning, 2022
Guided reading questions (GRQs) are a formative assessment activity to facilitate student learning. We conducted four experiments to test if GRQs improved student performance on evaluative assessments. Experiment 1 compared test scores between classes that received GRQs or not. Experiment 2 modeled the impact of multiple formative assessments,…
Descriptors: Teacher Developed Materials, Instructional Materials, Textbooks, Formative Evaluation
Virginia Clinton-Lisell; Terrill Taylor; Sarah E. Carlson; Mark L. Davison; Ben Seipel – Journal of College Reading and Learning, 2022
Reading comprehension assessments are used for postsecondary course placement and advising, and they are components of college entrance exams. Therefore, a quantitative understanding of the relationship between reading comprehension assessments and postsecondary academic achievement is needed. To address this need, we conducted a meta-analysis to…
Descriptors: Reading Achievement, Reading Comprehension, Reading Tests, Academic Achievement
Grabsch, Dustin K.; Peña, Ricardo A.; Parks, Krystal J. – Journal of College Reading and Learning, 2021
Peer mentoring and associated programs have gained prominence due to demonstrated positive effects on student retention and matriculation, but scant research exists on voluntary peer academic coaching as part of a peer mentoring program. This study was conducted for two purposes: to describe the demographics of students who register to participate…
Descriptors: Expectation, Student Participation, Undergraduate Students, Graduate Students
Suh, Emily K. – Journal of College Reading and Learning, 2020
Generation 1 learners are adult immigrants who first enter the U.S. educational system through adult ESL before transitioning to credit courses. Based on interview and observation data from six Generation 1 learners' first term in college courses, this taxonomic analysis explores the learners' expectations of what it means to be a student through…
Descriptors: English (Second Language), Second Language Learning, Immigrants, College Students
Havens, Peter Sebastian; Williams, Melanie Stallings – Journal of College Reading and Learning, 2019
While peer-assisted (PAL) learning strategies have been successful in K-12 programs, such practices are used less commonly at the college level. In addition, PAL programs are aimed largely at student populations who are struggling (for example, learning disabled students) or in topics where many students encounter difficulty (for example, math and…
Descriptors: College Freshmen, Peer Teaching, Learning Strategies, Humanities