Reading to Learn or Learning to Read? Engaging College Students in Course Readings

ABSTRACT

Despite instructors' belief that class readings are integral to the learning process, only 20–30% of undergraduate students complete required readings. Failure to complete course reading has been associated with declines in exam and research performance. This article first offers a brief review of the literature on why students do not complete course readings: 1) unpreparedness, 2) lack of motivation, 3) time constraints, and 4) an underestimation of reading importance. We then identify approaches that encourage students to read, enjoy reading, and develop metacognitive knowledge, shown to improve learning.

KEYWORDS:

• Group activities
• instruction
• motivation
• reading compliance
• teaching methods
• textbook use

Acknowledgments

We acknowledge with thanks Sarah E. Dugan, for her valuable comments on an earlier draft of this manuscript, and Sielke M. Caparelli, who field-tested many of the strategies described in this article.

Additional information

Notes on contributors

Mary Margaret Kerr

Mary Margaret Kerr is Professor of Psychology in Education, Administrative and Policy Studies, and Psychiatry.

Kristen M. Frese

Kristen Frese is a senior in Psychology in Education, majoring in applied developmental psychology.