Dalhousie University, Halifax, Nova Scotia, Canada.
Queens College, The City University of New York, Flushing, USA.
J Learn Disabil. 2024 Mar-Apr;57(2):91-105. doi: 10.1177/00222194231190678. Epub 2023 Aug 3.
Given the increase in students with learning disabilities entering university, we investigated a broader group-students with a history of reading difficulties (HRD)-who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD ( = 49) and those with no history of reading difficulties (NRD; = 88) and examined group differences and relations with first-year grade point average (GPA). Students with HRD reported more difficulties with perceived reading comprehension, concentration, and reading speed than students with NRD. Groups differed in use of reading strategies: Students with HRD were descriptively more likely to reduce reading volume by using alternative materials and chose to read based on text length and availability of alternative materials. For both groups, reading completion and concentration strategies were positively related to GPA, while perceived difficulty with reading comprehension and choosing to read based on interest were negatively related to GPA. Some strategies were negatively associated with GPA for students with NRD, but not for students with HRD. Findings revealed the challenges that students with HRD experience with reading in university and identified strategies, potentially adaptive or maladaptive, that they used to manage their academic reading load.
鉴于有学习障碍的学生进入大学的人数不断增加，我们调查了一个更广泛的群体——有阅读困难史的学生（HRD），他们被认为有学术困难的风险。我们确定了有 HRD 的大学生（n=49）和没有阅读困难史的大学生（NRD；n=88）自我报告的阅读挑战和策略，并检查了组间差异以及与一年级平均绩点（GPA）的关系。有 HRD 的学生报告在阅读理解、注意力和阅读速度方面的困难比 NRD 学生更多。两组在阅读策略的使用上存在差异：有 HRD 的学生更有可能通过使用替代材料来减少阅读量，并根据文本长度和替代材料的可用性选择阅读。对于两组学生来说，阅读完成和集中注意力的策略与 GPA 呈正相关，而阅读理解的难度和根据兴趣选择阅读与 GPA 呈负相关。对于 NRD 学生来说，一些策略与 GPA 呈负相关，但对于 HRD 学生来说则不然。研究结果揭示了 HRD 学生在大学阅读中所面临的挑战，并确定了他们用来管理学术阅读负担的策略，这些策略可能是适应性的，也可能是不适应的。
