Abstract
“College reading” is applied on two parallel levels: a description of a professional field, and a descriptor for academic literacy expectations and demands required throughout the postsecondary experience. The field has a long history, from the roots of higher education in the US, when college admission was considered proof of students' literacy. Increasing access to college resulted in institutions' “reading problem,” creating both course-based and non-course-based interventions to support students' reading development. In practice, college reading curriculum, instruction, and assessment, have evolved through multiple models. Lacking a comprehensive theoretical model for college reading, eight theoretical accounts provide the framing for theory-development.
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