Given the increase in students with learning disabilities entering university, we investigated a broader group-students with a history of reading difficulties (HRD)-who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD (n = 49) and those with no history of reading difficulties (NRD; n = 88) and examined group differences and relations with first-year grade point average (GPA). Students with HRD reported more difficulties with perceived reading comprehension, concentration, and reading speed than students with NRD. Groups differed in use of reading strategies: Students with HRD were descriptively more likely to reduce reading volume by using alternative materials and chose to read based on text length and availability of alternative materials. For both groups, reading completion and concentration strategies were positively related to GPA, while perceived difficulty with reading comprehension and choosing to read based on interest were negatively related to GPA. Some strategies were negatively associated with GPA for students with NRD, but not for students with HRD. Findings revealed the challenges that students with HRD experience with reading in university and identified strategies, potentially adaptive or maladaptive, that they used to manage their academic reading load.

中文翻译：

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有阅读困难史的大学生的阅读挑战、策略和习惯及其与学业成绩的关系。


鉴于进入大学的有学习障碍的学生数量不断增加，我们调查了更广泛的群体——有阅读困难 (HRD) 历史的学生——众所周知，他们面临学业困难的风险。我们确定了患有 HRD 的大学生 (n = 49) 和没有阅读困难史的大学生 (NRD; n = 88) 的自我报告的阅读挑战和策略，并检查了群体差异以及与一年级平均绩点 (GPA) 的关系。 ）。与 NRD 学生相比，HRD 学生在感知阅读理解、注意力和阅读速度方面存在更多困难。各组在使用阅读策略方面存在差异：具有 HRD 的学生描述性地更有可能通过使用替代材料来减少阅读量，并根据文本长度和替代材料的可用性选择阅读。对于两组来说，阅读完成度和专注策略与 GPA 呈正相关，而感知到的阅读理解困难以及根据兴趣选择阅读则与 GPA 呈负相关。对于 NRD 学生，一些策略与 GPA 呈负相关，但对于 HRD 学生则不然。调查结果揭示了患有 HRD 的学生在大学阅读方面遇到的挑战，并确定了他们用来管理学术阅读量的策略（可能是适应性或适应不良的）。