Abstract
In the past decades researchers discovered a mutual relationship between a student’s academic reading skills and academic success. Students as well as teachers, however, take the learning of this skill for granted. As a result, most students use a surface approach to reading in reading academic reading materials. This paper will discuss the need of teachers to teach the proper reading strategies to help students use a deep approach in reading academic texts. Participants of this research study were taken from first-year college in the Legal Studies course. The objective of the study is to evaluate students approach to reading by assessing the quality of their learning outcomes.
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