ABSTRACT

This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close comprehension of a text, and a scenario-based assessment that involved problem-solving with texts. Results suggest that bridging inferences were predictive of performance on measures of close comprehension, whereas elaborative inferences were predictive of performance on the scenario-based assessment. In terms of enrollment in supplemental literacy programs, variability in foundational skills and inferencing did not differ as a function of enrollment in these programs. However, underprepared students in this sample had greater difficulty engaging in complex literacy tasks that involved the application of information when compared to better-prepared students.

摘要

进行这项研究是为了了解准备不足的大学生的阅读挑战。参与者样本被纳入补充扫盲计划，因为他们被认为尚未准备好在大学阅读和写作。社区学院的参与者完成了一系列评估阅读，衔接和详尽推理过程的基本技能的措施，反映了对文本的紧密理解的理解措施，以及涉及解决问题的基于情景的评估。结果表明，桥接推论可预测对紧密理解量度的表现，而详尽的推论可预测对基于情景的评估的表现。在补充扫盲计划的招生方面，基础技能和推理的可变性随这些课程的注册人数而变化。但是，与准备得很好的学生相比，本样本中准备不足的学生在进行涉及信息应用的复杂扫盲任务时遇到更大的困难。