LE3 .A278 2015

2015

Major, Sonya

Acadia University

Bachelor of Science

Honours

Psychology

Psychology

A large body of research has been completed on factors that contribute to academic success at the university level. One factor, which has been found to consistently contribute to academic success, is reading ability. The current study explored the relationships between academic success, students’ reading history, learning strategies, and reading strategies. The Adult Reading History Questionnaire-Revised elementary and current scales (ARHQ-R) were administered to second year Acadia University students to assess their history of reading difficulties and current reading difficulties, respectively. Also administered was the Learning and Study Strategies Inventory (LASSI) and the Metacognitive Reading Strategies Questionnaire (MRSQ). Findings indicated that there was a significant difference in the GPAs of students who were classified as having reading difficulties (HRD) or having no reading difficulties (NRD). Students who were classified as HRD experienced significantly less academic success, and had lower MRSQ scores than students classified as NRD. NRD and HRD students did not significantly differ in the types of study strategies used, suggesting that the current population is experiencing a true reading problem and not a study strategy problem. Keywords: ARHQ-R, LASSI, MRSQ, academic success, university students, reading difficulties

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https://scholar.acadiau.ca/islandora/object/theses:1268