Publication Date
2020
Document Type
Dissertation/Thesis
First Advisor
Lampi, Jodi P.
Degree Name
Ed.D. (Doctor of Education)
Legacy Department
Department of Curriculum and Instruction (CI)
Abstract
Research indicates that an important tenet of college readiness is the ability to comprehend complex texts and that the transition to postsecondary reading expectations and demands is often difficult for students. Further, students’ perceptions of themselves as academic readers influence their reading habits and practices. More specifically, research exploring undergraduates’ experiences with academic reading suggests that what students think about reading affects their reading choices and expectations. However, literature discussing academic reading has largely come from faculty perspective.
This study examined first-year university students’ conceptualizations of academic reading and perceptions of themselves as academic readers in order to understand how students’ views, values, attitudes, and beliefs influence their readiness for college-level reading expectations. Data sources included questionnaire responses, including metaphorical linguistic expressions, and a series of three semi-structured interviews. Data analysis included metaphor and discourse analysis.
Analysis of the data revealed that these 90 first-year university students held wide-ranging conceptualizations about academic reading in college and perceptions of themselves as academic readers. Broadly, they viewed academic reading in college as consumption of information, an obligation to fulfill, and a destination to reach. Generally, these first-year university students viewed themselves as good academic readers but did not think that others would view them as readers. Eight focal participants offered varied conceptualizations that were dependent upon the reading context, their personal interests, and their perceived relevance of the topic. Across these focal participants, they reported understanding academic reading in college as a source of information and a vehicle for preparedness. These participants’ perceptions of themselves as academic readers illuminated how they viewed themselves as prepared for college-level reading when they could read quickly, not be confused by vocabulary, and maintain concentration while reading. Overall, these focal participants attributed their self-perceptions of college reading readiness with their abilities to keep up with or complete the amount of academic reading that they encountered in their college classes. Ultimately, these findings suggest that these students’ hold a spectrum of conceptualizations and perceptions. As such, understanding readiness for reading in college must consider the complex and multidimensional views, values, attitudes, and beliefs students bring to their experiences with academic reading in their first semester of college.
Recommended Citation
Theriault, Jennifer C., "An Exploration of First-Year University Students’ Conceptualizations of Academic Reading: A Multicase Study" (2020). Graduate Research Theses & Dissertations. 7724.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7724
Extent
305 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
