History of early reading difficulty and document literacy
LE3 .A278 2016
Bachelor of Science
This thesis examined the relationship between university students’ self-reported reading difficulties and their current document literacy skills. Participants (n=38) completed the ARHQ-R, a self-report measure of students’ early history with reading as well as their current attitudes towards reading, then completed a series of document literacy tasks that had them locate information in four documents created for the study. Students were scored on both completion time and accuracy of answers. Due to the ceiling effect on accuracy, only completion time was used in further analyses. Significant correlations were found between ARHQ-R elementaryscore and completion time for three of the four tasks. The results indicate that a relationship exists between early difficulties with reading and document literacy. Due to the prevalence of document literacy in the workplace, these results provide important insight into how a history of early reading difficulty may affect performance on reading tasks as young adults.
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