Sophisticated reading habits are a necessary foundation for college-level
writing, research, class participation, and many other college experiences. Yet
in one study of first-generation college student experiences, Byrd and MacDonald
(2005) found that "college reading was an area in which participants felt
particularly underprepared [especially regarding] vocabulary level and the
amount of reading required" (p. 32). Developing strong reader identities and
practicing thoughtful, transferable reading skills across the disciplines are
important components of any pre-college curriculum, but they are especially
crucial for low-income students whose college completion rates are much lower
than those of their middle-income peers (Advisory Committee on Student Financial
Assistance, 2010; Carey, 2008).
