Reading Characteristics of College Students in Public Higher Educational Institution: Basis for Computer Based Reading App
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Despite the recognized importance of reading for academic success in higher education, college students continue to face persistent reading challenges. This preliminary descriptive study investigated specific reading difficulties among 61 first-year students aged 16 to 28, using surveys and open-ended questionnaires. Results revealed that the most prevalent general difficulties included errors in writing lists (80.3%), preference to be understood rather than encouraged (70.0%), difficulty sequencing sounds in long words (68.9%), challenges in mental computation (62.3%), and map reading. Specifically, the top reading-related issues were difficulty reading unfamiliar words (32.78%), trouble with pronunciation (32.78%), and limited word comprehension (11.47%). These findings provide empirical grounding for the development of a customized, computer-based interactive reading application aimed at improving phonological processing, enhancing visual-spatial reasoning, and strengthening comprehension strategies, while fostering inclusive and supportive learning environments tailored to the diverse cognitive needs of college students.
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