Perceptions of university reading improvement by reading improvement students: a case study

The perception that all high school graduates make a smooth transition to college is idealistic. This study addresses the fact that each fall, diverse groups of students enter the world of four-year college academia. This diversity includes cultural uniqueness, distinctiveness in academic strengths, and individual learning differences. Universities accommodate the learning differences outside the entrance criteria through academic preparatory courses. A 1995 study completed by The National Center for Education Statistics indicates that 13% of students enter college without effective reading skills for success with college curriculum (Merisotis & Phipps, 1998; 2000). The purpose of this qualitative case study is to determine whether students enrolled in preparatory reading gain confidence in their reading skills, apply the skills learned, and evaluate the effects of applying the skills learned. What strategies learned in reading improvement at Hardin-Simmons University increase the reading confidence of freshman students? This research question is best answered through qualitative research using a case study design. Data collection techniques utilized included: 1) a reading skills inventory, 2) a reading survey, 3) structured interviews, and 4) semi-structured interviews. The case study methodology identified six themes: reader confidence, processing, learned strategies, realizations, volume of reading, and management of reading. The result of this study indicated that preparatory reading at the four-year college level increases reader confidence, causes student to process text differently, develops awareness of college reading, and expands their engagement in reading perspective.