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ABSTRACT
Academic reading proficiently is characterized by the ability to perform cognitive tasks associated with interpreting text. Researchers developed an externally validated Informal Academic Reading Proficiency Test to gauge undergraduates’ academic reading proficiency. A cross-sectional study of 23 classes completed the reading test in 2014. This convenience sample totaled 848 undergraduates. Academic reading proficiency did not vary significantly by class level. Students who earned high school diplomas in the United States had greater academic reading proficiency than students who did not earn their diplomas in the United States. The results of a cross-sectional, undergraduate academic reading proficiency test of 848 students reveal that students do not necessarily improve their reading as they progress toward college graduation and that many struggle with a common set of reading tasks across all class levels.