It is easy to assume being accepted into college/university means a student knows how to read. In many ways, they do. They know how to read, so the answer is zero. There is, however, a big difference between comprehending a text and simply ‘reading’ it. Students are expected to digest volumes of pre-requested readings to the level beyond merely reading and comprehension. A total understanding of the words on a page and the themes, ideas, and arguments within; is needed before starting class. Let’s start with Illiterate or lazy students: How many students cannot truly read?
How Much Should A Student Read?
Students are, in fact, expected to read on average 400 words a minute. Many courses/degrees have an introductory literacy course built into their first-year programs. According to Mary E. Hoft, it is not that students can not read or comprehend the text but that they choose to forgo reading altogether. It is hard to ascertain a quantifiable exact number of the students who ‘cannot read. Therefore, it may be a case of choosing not to read because they have difficulties comprehending the texts or too much reading.
Common Problems Faced By Students While Reading
Some common issues with reading and reading comprehension are as follows,
- Slow reading, due to word by word reading, not understanding the complexities of the vocabulary used.
- Diagnosed or undiagnosed learning disabilities such as dyslexia or ADHD.
- Fears, such as a fear of losing comprehension or concentration or fear of inarticulacy.
- Imposter syndrome, or a fear that they have somehow tricked the university into thinking they are capable, but they are not.
- Poor evaluation skills, comprehension skills, or selectively remembering only parts of the information provided.
- Time constraints, such as; rushing through texts, time-poor, or other responsibilities are taking up too much time, such as employment, social life or parenting.
- Word skipping or skimming texts too often, missing large chunks of the reading resulting in an inability to understand the general themes and ideas.
Notice how all but number two in the above are issues that have nothing to do with an inability to read but are due to poor motivation, willingness, or confidence.
How To Fix These Problems?
There are some strategies that students can utilize, and educators can suggest fostering better reading practices and habits. This may, in turn, not only encourage students to complete the readings but may also build confidence, better skills, and reading speed. These include but are not limited to:
- Reading in blocks, 25 minutes at a time.
- Reading for reward, for example, once I have read this, I can do another social activity.
- Habit creating practices, such as organising time to read every day.
- Finding the optimal time and space for reading, some students may need quiet space, others may need ambient noise. Some students may be more effective readers in the morning, others at night.
- Printing out the text onto different coloured paper or creating a mind map for comprehension purposes. Some students are visual learners, and some need physical copies of readings. It helps if the students are aware of what kind of learners they are. Here is a quick test they can take to find out.
- Having access to a dictionary or online search engine to define unknown words/ideas.
- Finding real-life correlations between the text and their lives is something they can relate to the reader. Personalising a reading with examples may make it easier to comprehend. If the text is mainly dull, a reflective journal may help.
What About The Students With Reading Disabilities?
However, none of the above strategies will help students who have trouble reading due to learning disabilities such as Dyslexia or ADHD. One would hope that a student would be aware of such differ-abilities by the time they enrol in university/college. However, it is not unheard of that some students manage to fall through the cracks of the educational system. Some students are natural problem solvers, and the coping mechanisms they have created thus far have worked; in this case, there is a possibility that the students may not be aware they have a learning delay but rather think everyone has these issues. Below are some indicators that an inability to read, focus, or comprehend readings are due to educational delays rather than motivation, willingness or confidence.
- Words jump around the page.
- Inability to physically sit still while reading.
- Inability to focus on large volumes of text.
- Easily distracted by no noise or every noise.
- Text blurs.
- 150 Words per minute or a slower reading rate.
- Inability to read out loud.
- Confusing simple words, such as where and were.
- Adding or guessing words.
- Avoidance of reading tasks.
Many websites offer free tests, fact sheets and further information; each country has its own association, easy to find with a simple google search. All universities have accessibilities or disabilities departments that can help students through the process of diagnosis and access to resources.
Conclusion
By the time they have applied and been accepted into university/college, all students can read. As stated throughout this article, some may have difficulties reading or reading well. There are avenues for these students to take to get them to the 400 words a minute minimum required of students. Educators need to be aware of the differences between motivation and an inability to read well and comprehend texts. Students can be encouraged to read, and it can even be made fun with the strategies above. All information throughout this text can be supported by following the links provided. If you would like more information on reading and other tips, follow the above links.
