Although reading homework is common in university courses, compliance rates vary. Using interviews, this study explored how five students responded to reading assignments in their introductory college mathematics classes and how they viewed reading and reading-related activities relative to their academic successes. Qualitative content analysis of…

This study explores the pedagogical effectiveness of assignments developed for a first-year composition course to encourage reflexive reading habits that can aid students in the writing process. Students in this course were asked to articulate the connections they found between multimodal texts of their own choosing and texts assigned by their…

This article presents a summation of the field's past contributions to understanding the nature of undergraduate reading practices and meaning making processes in relation to contemporary perspectives of disciplinary literacies. In presenting a synthesis of over 40 studies across interdisciplinary journals, the goal was to construct a generalized…

In this study, 935 undergraduate college students from a regional four-year university responded to an online time-diary survey asking them to report their multitasking habits and practices while engaged in four main activities: reading voluntarily for fun, reading for academic purposes, watching television (TV), and using the Internet. Results…

The literature reveals that no adequate instrument exists to measure college students' attitudes toward academic reading even though such attitudes are crucial for reading compliance and learning from text. To remedy this, the authors created and refined an attitude survey, administering it to 855 university students across four iterations. The…

Reading academic hypertext documents in college brings a new level of complexity that changes the definition of college reading and literacy. Knowing how to read these unpredictable, nonlinear texts requires familiarity and practice. The author describes the nature and usefulness of hypertext, reviews the challenges of reading hypertext, and…

Different approaches to creating out-of-class reading assignments for university general education courses might affect the amount of time students actually spend reading. Five instructors of a required religion/philosophy class used different approaches to assign out-of-class reading. Subsequently, their students (n = 504) were surveyed about…

This study examined self-monitoring strategies used by both developmental and non-developmental college students. Students were asked to describe how they know when they have completed a reading assignment, have studied enough for a quiz, and have studied enough for an examination. It was anticipated that at the beginning of the semester, the…