A beginning exploration of text generation abilities in university students with a history of reading difficulties

Dyslexia ◽  
2019 ◽  
Vol 25 (2) ◽  
pp. 207-218
Author(s):  
Elizabeth J. MacKay ◽  
Annie Larcohe ◽  
Rauno Parrila ◽  
S. Hélène Deacon
Keyword(s):  
University Students ◽  
Reading Difficulties ◽  
History Of Reading ◽  
Text Generation ◽  
History Of

The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties

2016 ◽  
Vol 50 (1) ◽  
pp. 34-48 ◽  
Author(s):  
Thérèse M. Chevalier ◽  
Rauno Parrila ◽  
Krista C. Ritchie ◽  
S. Hélène Deacon
Keyword(s):  
Academic Success ◽  
University Students ◽  
Learning Strategies ◽  
Reading Strategies ◽  
Reading Difficulties ◽  
Strategy Use ◽  
History Of Reading ◽  
Frequency Of Use ◽  
History Of ◽  
Metacognitive Reading Strategies

We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed.

Morphological awareness and reading achievement in university students

2019 ◽  
Vol 40 (03) ◽  
pp. 743-763 ◽  
Author(s):  
Jamie L. Metsala ◽  
Rauno Parrila ◽  
Nicole J. Conrad ◽  
S. Hélène Deacon
Keyword(s):  
Reading Achievement ◽  
University Students ◽  
Word Reading ◽  
Reading Difficulties ◽  
Morphological Awareness ◽  
Orthographic Processing ◽  
First Year ◽  
Unique Contribution ◽  
History Of Reading ◽  
History Of

AbstractWe examined morphological awareness and reading achievement in university students in two ways. First, students with and without a self-reported history of reading difficulties were compared on word reading and text reading achievement, and on the reading-related skills of morphological awareness, orthographic processing, and phonological processing. Second, the unique contribution of morphological awareness to reading achievement was examined for a larger sample of first-year university students. Students with a self-reported history of reading difficulties (n = 54) showed moderate to large gaps in each area of reading achievement, and timed reading comprehension appeared more severely impaired than word-reading efficiency. These students had a deficit in morphological awareness that persisted even when (a) phonological awareness and orthographic processing skills, or (b) word-reading accuracy were statistically controlled. In the larger first-year sample (N = 211), morphological awareness contributed to variance in word reading beyond that accounted for by phonological awareness and orthographic processing. Furthermore, of the reading-related skills, only morphological awareness made a unique contribution to reading comprehension beyond variance accounted for by word reading. Taken together, these results demonstrate that morphological awareness makes unique contributions to university students’ reading achievement and is an additional difficulty for students with a self-reported history of reading difficulties.

scholarly journals Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties

2016 ◽  
Vol 50 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Bradley W. Bergey ◽  
S. Hélène Deacon ◽  
Rauno K. Parrila
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
University Students ◽  
Word Reading ◽  
Reading Difficulties ◽  
Study Strategies ◽  
History Of Reading ◽  
Academic Risk ◽  
Study Strategy ◽  
History Of

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties ( n = 244) compared to students with no such history ( n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a history of reading difficulties earn lower GPA and successfully complete fewer credits compared to students with no history of reading difficulty. These patterns varied somewhat by faculty of study. Students with a history of reading difficulties also reported lower scores across multiple metacognitive reading and study strategy scales, yet these scores were not associated with their academic performance. Together, these results demonstrate the importance of identifying students with a history of reading difficulties and that commonly used study strategy inventories have limited value in predicting their academic success.

scholarly journals Compensating for Reading Difficulties:A Qualitative Investigation of University Students’ Experiencesof Influential Personal Characteristics

2008 ◽  
Vol 18 (2) ◽  
Author(s):  
Julie K Corkett ◽  
Serge F Hein ◽  
Rauno Parrila
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Text Analysis ◽  
Reading Difficulties ◽  
Educational Practice ◽  
Personal Characteristics ◽  
Self Concept ◽  
Qualitative Investigation ◽  
History Of ◽  
Recent Graduates

This study involved a qualitative examination of the personal characteristics that university students saw as important in helping them to compensate for their reading difficulties at various stages of their education. The sample consisted of 10 undergraduate students or recent graduates who reported a significant history of reading difficulties. Data were collected using in-depth, open-ended interviews with each participant. These data were then analyzed using a form of whole text analysis and resulted in four major themes: seeking assistance from others, de-veloping positive relationships with others, being highly motivated to achieve, and maintaining a belief in one’s abilities. The findings highlight the broad range of factors that can influence motivation and self-concept and the wide variety of people who can be involved in providing assistance to individuals with reading difficulties. The implications of the findings for educational practice and for fur-ther research are discussed.

scholarly journals University Students with a Significant Historyof Reading Difficulties:What Is and Is Not Compensated?

2007 ◽  
Vol 17 (2) ◽  
Author(s):  
Rauno Parrila ◽  
George Georgiou ◽  
Julie Corkett
Keyword(s):  
University Students ◽  
Reading Disability ◽  
Phonological Processing ◽  
Word Reading ◽  
Reading Acquisition ◽  
History Of Reading ◽  
The Status ◽  
History Of ◽  
Recent Diagnosis ◽  
Reading Decoding

This study examined the status of current reading, spelling, and phonological processing skills of 28 university students who reported a history of reading acquisition problems. The results indicated that 21 of these participants were currently able to comprehend text at a level expected for university students, although only 8 at a rate comparable to that of university students without a history of reading acquisition problems. In addition, all but two participants showed current problems in two or more of the additional areas examined, including word reading, decoding, spelling, and phonological processing. The performance of ten participants who had a recent diagnosis of reading disability was mostly indistinguishable from the performance of participants without such diagnosis, except on the phonological processing tasks.

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