Ms. Diessner’s 2005 published thesis research study, “Critical Reading Strategies of First-Year Composition Students: A Reading-Writing Connections Study,” yielded several important findings. Most importantly, incoming college students have not received instruction in college-level critical reading strategies that match college-level texts.

Secondly, while 74.2% (396 of 534 students) participating in this study received explicit instruction in Advanced CRS, by the end of the Spring 2005 semester, 94.2% (503 of 534 students) stated that these advanced strategies had indeed helped them become better, more proficient writers. This key study finding is one of the main reasons why Ms. Diessner and her colleagues strongly believe that other students will similarly benefit from this important instruction.

For readers who are interested in seeing a brief graphic overview of the 2005 research study results, please access the PDF file below. The complete published study is available in CSU Northridge’s Oviatt Library.

2005 Research Study Results
Graphic Overview (pdf)

The study’s abstract (p. x of the published thesis) is also shown below. Key study findings are presented in a text format on the next page, as well.

Abstract

“Critical Reading Strategies of First-Year Composition Students:
A Reading-Writing Connections Study”

This graduate thesis research study measures the use, nonuse, and new use of critical reading strategies (CRS) among college freshman or first-year composition students. CSU Northridge and Glendale College student respondents completed a combined total of 691 “beginning-of-semester” and 534 “end-of-semester” surveys during the spring 2005 semester. The study's statistical analysis reveals interesting relationship correlations of respondents’ historical literacy backgrounds, reading-writing connections, and computer skills. One of the study’s key findings is that a majority of respondents (ESL students in particular) are either unfamiliar with, or simply do not use, 10 “advanced” college-level reading strategies compared to their greater use of the more common K-12 reading strategies. This key finding is highly relevant for both teachers and students across all disciplines. Composition theorists have long held that CRS use (especially the advanced strategies) helps students become more proficient readers and interpreters of college-level texts, and ultimately better writers.