Differentiating less-prepared from more-prepared college readers

Abstract

ABSTRACT This study was conducted to better understand the difficulties faced by underprepared college readers, including those enrolled in Developmental Education (DE) programs. The Reading Systems Framework was used as a theoretical motivation. Participants (n = 258) completed a measure of component reading skills (Study Aid and Reading Assessment, word recognition/decoding, vocabulary, morphology, sentence processing) and a think-aloud measure wherein they produced written responses while reading texts. Responses were scored based on evidence of the use of inference strategies (bridging and elaboration). Cumulative links mixed-effects models were used to assess the extent to which proficiency in component reading skills and DE enrollment were differentially related to the use of inferencing. Results indicated that vocabulary was a positive predictor of bridging and elaboration scores. DE enrollment was a negative predictor of elaboration scores, suggesting that DE readers were less likely to produce elaborations. Implications for theory and practice are discussed.