Reading Challenges and Strategies of University Students With a History of Reading Difficulties

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-1 - Reading Comprehension and Assessment

Abstract

University students who report a history of reading difficulties—but who do not have a diagnosed learning disability—are increasingly prevalent on university campuses. Little is known about how such students experience and adapt to the reading-intensive environment of university. Through qualitative analyses of interviews with 22 university students, the current study investigates the challenges with reading experienced by students with a history of reading difficulties, as well as the ways in which they compensated for these challenges. Students reported challenges with both the amount and difficulty of assigned readings and described a range of strategies for minimizing reading demands and understanding challenging texts. Results illustrate various compensatory approaches in light of different individual characteristics and environmental demands.

Authors

• Bradley W. Bergey, Queens College

• Hannah Horne-Robinson, Dalhousie University

• Helene Deacon

• Annie Laroche

• Rauno Parrila, University of Alberta