Abstract
ABSTRACT The purpose of this study was to examine clusters of less-skilled college readers. College students with below average reading comprehension skills (N = 77) read and thought aloud about four texts, recalled the texts, and completed standardized assessments of reading skills. Based on the findings of cluster analyses of the cognitive processes relevant to creating coherent mental representations of the texts, two clusters of readers were noted. One cluster had more paraphrases and inaccurate or irrelevant connections to background knowledge (invalid inferences) as well as fewer recalled ideas from the texts than the second cluster, which had more accurate and relevant connections to background knowledge (valid inferences). The findings inform developing and personalizing reading interventions for college students.
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