Reading: The key to quality in higher education

Abstract

This study will examine the premise that reading is often the victim of a separate, but equal doctrine in four year colleges. Because of this, great confusion exists as to its role in the university. In order to support reading's integral role in college success, several things will be explored. First, there is an overview of reading programs found in four year institutions. Next, the research looks at specific strategies needed to identify the interactive process between text and reader. Finally, the research outlines several existing university programs that are successful in providing help in these important reading and learning strategies by tying instruction to specific academic content. The overwhelming evidence suggests that universities can no longer ignore the complex issue of reading as it relates to the various disciplines. No longer can they use the band‐aid approach of separate reading labs when major surgery within the curriculum is required.