Does the College Year or Major Alter Metacognitive Reading Strategies?

• In Event: Roundtable Session 28
  In Roundtable Session: Investigating Approaches to Learning and Motivation

Abstract

This study examined the self-reported reading strategies of college students to determine if field of study or number of college credits impacted their use of reading strategies. Participants included over 250 undergraduate students from a large Midwestern university who completed an online survey. While reading strategies were not impacted by number of college credits completed, field of study was a factor. There were statistically significant differences in the reading strategies used by students with Fine Arts and Education majors and students with Business, Applied Science and Technology, and Arts and Sciences majors. These findings are relevant when considering the various reading strategy that students need to implement when reading discipline specific text.

Authors

• Catherine Wigent, Oakland University

• Carrie Anna Courtad, Illinois State University