Academic Achievement and Support Service Use of University Students With a History of Reading Difficulty

• In Event: 16.061 - Roundtable Session 4
  In Roundtable Session: 16.061-15 - Support Services

Abstract

We report on a mixed method study of academic achievement and academic support service use of university students with (N = 192) and without (N = 598) a history of reading difficulty. Results indicate that students with a history of reading difficulty have lower GPAs and higher dropout rates each year, and used some support services more frequently, compared to students with no history of reading difficulty. Service use was infrequent and was associated with lower dropout rates for each group. Through interviews with a subsample (N = 11), we identify reasons why students with a history of reading difficulty chose not to use support services, including lack of knowledge, lack of motivation, and no perceived need.

Authors

• Bradley W. Bergey, Queens College, CUNY

• Hannah Horne-Robinson, Dalhousie University

• Rauno Parrila, University of Alberta

• Annie Laroche

• Helene Deacon