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- Title
Social and Academic Correlates of Reading a Common Book.
- Authors
DAUGHERTY, TIMOTHY K.; HAYES, MATHEW W.
- Abstract
Many universities have Common Book programs, but few of them are driven by clear goals and little research about the effectiveness of programs exists. The current study examined social and academic correlates of self-reported common book readership. As expected, upper-level students who read their entire common book as freshmen reported a stronger connection to the community and had higher college achievement. Engaged Readers did not differ from Non-Engaged Readers on high school grade point average (HSGPA) or SAT-verbal score (SATV), so reading a common book does not reduce to preexisting academic skill. Engaged Readers may have been helped by employing stronger learning approaches (Achieving and Deep) than were apparent in Non-Engaged Readers.
- Subjects
UNIVERSITIES &; colleges; READING; EDUCATIONAL programs; READERSHIP; ACADEMIC achievement
- Publication
Learning Assistance Review (TLAR), 2012, Vol 17, Issue 2, p33
- ISSN
1087-0059
- Publication type
Article