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Why don ’ t they read???

Explore the reasons why university students don't read and discover effective measures professors can take to increase reading compliance among students. Dive into the challenges faced by readers and non-readers, and delve into strategies to improve comprehension and metacognitive awareness.

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Why don ’ t they read???

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  1. Why don’t they read??? Hoeft, Mary E. (2012) "Why University Students Don't Read: What Professors Can Do To Increase Compliance," International Journal for the Scholarship of Teaching and Learning: Vol. 6: No. 2, Article 12.

  2. Whose responsibility is it to ensure reading compliance?

  3. Different findings regarding reading compliance of first-year students • Burchfield & Sappington (2000) <25% • Clump, Bauer & Bradley (2004) 27.46% • Connor-Greene (2000) 72% rarely or never Overall, only 20-30% of students have done the reading on any given day. (Hobson, 2004)

  4. Data collection of the current study • Two sections of 1st yr seminar • Large section n=100 • Small section n=24 • Small, 2-yr liberal arts college • Self report survey, administered 3x/semester • Readers/non-readers • Comprehension tested through open-ended “paraphrase” prompt

  5. YES survey

  6. NO survey

  7. Percent of students who did not read

  8. Why? Readers Non-readers Work schedules Social life Lack of interest in topic Dislike reading of any kind Lazy • Concern over grade • Respect for prof • Interest in course • Concern over testing • Concern over what the prof thinks of me • Fear of being called on • Interest in topic

  9. One big problem… …Only 55% of compliant readers were judged to have understood the material “Armed with a yellow highlighter but with no apparent strategy for using it and hampered by lack of knowledge of how skilled readers actually go about reading, our students are trying to catch marlin with the tools of a worm fisherman” (Bean, 1996, p. 133).

  10. And another… …Non-readers say • Remind us! (and make it interesting) • Give Quizzes • Give supplementary assignments

  11. Study 2: Test of students’ recommendations • Three-course learning community (two teachers) • Same 24 first year students in each course • Different treatment for each course • Test of comprehension

  12. Study 2: Test of students’ recommendations * 46% is the same as in the first study when no treatment was given

  13. What to do? • Less is more • Aim at less skilled readers • Assess reading metacognition

  14. Metacognitive Awareness of Reading Strategies • Global (setting purpose, activating prior knowledge, previewing, skimming to note characteristics) • Problem-solving (reading slowly and carefully, adjusting rate, pausing to reflect) • Support strategies (note taking, paraphrasing, using reference materials, discussing with others) Mokhtari & Reichard, 2002

  15. References • Hobson, E. H. Getting students to read: Fourteen tips. The Idea Center, Manhattan, KS. Idea paper # 40. • Hoeft, Mary E. (2012). Why university students don't read: What professors can do to increase compliance. International Journal for the Scholarship of Teaching and Learning, 6 (2) Article 12. • Mokhtari, K. & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94 (2) 249-259. • Sappington, J., Kinsey, K., & Munsayac, K. (2002). Two studies of reading compliance among college students. Teaching of Psychology, 29 (4), 272-274.

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