Reading Behavior and Compliance Among Ecuadorian University Students: A National Study

Abstract

A study into reading behavior and reading compliance among 2,600 students in five universities in Ecuador found that their reading behavior and reading compliance were better than among students in the United States, despite the challenges that exist in Ecuadorian higher education. Suggestions for future research, in particular with regard to improving students’ time management skills as a way to enhance their reading compliance, are included.

Del lector ideal al mediador competente

“…Se dejaba patente así que su motivación lectora era principalmente extrínseca y, en general, producida por una demanda académica y cuya principal recompensa era la calificación. Este preocupante resultado también se ha constatado en otras zonas geográficas, como en Reino Unido (Cremin et al, 2008), Canadá (Benevides y Peterson, 2010), Ecuador (Ouyang et al, 2020) o, entre otras, España. Sobre el caso español, se han publicados numerosos estudios sobre el comportamiento lector de los maestros en formación (a los citados, añádase ahora: Echevarría y Gastón, 2000;Larrañaga et al, 2008;Granado, 2014;Felipe y Barrios, 2017), que permiten refrendar la tesis de la poca valoración de la lectura y la insuficiente formación lectora de esta población tan relevante para el sistema educativo.…”

Students’ perceptions of online reading behaviour at an institution of higher learning in South Africa: A pilot project

“…Reading, one of the oldest traditions of human civilisation, has been the passion of the greatest scholars of all times (Zarrabi 2015) due to its access to new information (Loan 2012;Paris and Hamilon 2014). Reading and comprehending what is read is critical in a student's academic success (Ouyang et al 2020). Reading comprehension, a multi-dimensional process (Lee 2014), allows students to make inferences about what they extract from the text and lead to better academic performance (Ouyang et al 2020).…”

“…Reading and comprehending what is read is critical in a student's academic success (Ouyang et al 2020). Reading comprehension, a multi-dimensional process (Lee 2014), allows students to make inferences about what they extract from the text and lead to better academic performance (Ouyang et al 2020). Typically, newly read information is integrated with what is already known about a particular topic (Margolin et al 2013;Mascolo and Castillo 2015), and new ideas are discovered, allowing students to take advantage of their world knowledge.…”

“…As students prefer online reading as a platform for learning and acquiring information (Ouyang et al 2020), it is important to examine how students perceive online texts and the impact that it might have on their reading comprehension (Myrberg and Wiberg 2015). Myrberg and Wiberg state that it is also essential to determine the sources that may distract and hamper students to acquire knowledge from online platforms and consequently affect academic abilities.…”

“…Myrberg and Wiberg state that it is also essential to determine the sources that may distract and hamper students to acquire knowledge from online platforms and consequently affect academic abilities. They suggest that one way of supporting students to manage discipline-specific academic reading material is to prepare and develop students' awareness concerning online reading challenges and then implement online reading support strategies within the curriculum (Myrberg and Wiberg 2015;Ouyang et al 2020). With a shortage of research in the South African context, the researchers determined how students at a specific department at an institution of higher learning perceived the impact of online reading behaviour on their reading and related abilities.…”