Empirical Insights into College Students’ Academic Reading Comprehension in the United States

Kalbfleisch, Elizabeth; Schmitt, Elena; Zipoli, Richard P.

doi:10.1080/10790195.2020.1867669

Cited by 4 publications

(1 citation statement)

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“…In most cases, the scope of studies dealing with academic literacy has been limited to writing (e.g., Lea & Street, 1998;Lillis & Scott, 2007). Reading has also been studied and understood under the academic literacy umbrella (Jo, 2021;Kalbfleisch et al, 2021), and is considered to be the key to opening doors to all students (Hirai et al, 2010), but it has received less attention (Abbott, 2013;Kalbfleisch et al, 2021). Accordingly, the goal of this study was to investigate MA students' assessments of their academic reading skills and explore their challenges when reading academic sources.…”

Section: Introductionmentioning

confidence: 99%

Exploring academic reading status and the challenges faced by graduate students of applied linguistics

Nejadghanbar

Atai

Snow³

2022

Ibérica

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Academic reading and writing abilities are prerequisites to success in postgraduate programs. These should be domains of competence in particular for students in applied linguistics, whose studies and future performance as teachers require insight into these skills. A questionnaire was administered to 194 students, who assessed their own academic reading skills. In addition, open-ended questions added to the questionnaire and interviews with 14 students were analyzed, yielding eight domains identified as particular challenges. The results revealed that students assessed their information literacy to be the weakest one. The eight areas of challenge included: shortage of time, information literacy, content knowledge, critical literacy, writers’ language style and generic features of texts, teachers’ high expectations and vague instructions, insufficient statistical literacy and insufficient interaction with peers.

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