A Comparison of Native and Nonnative English Speaking Students as College Readers

Abstract

This paper reports the results of a study which examined the reading habits of native-English and nonnative-English speaking undergraduate college students. One hundred and thirty (130) native and 114 nonnative students completed a reading habits questionnaire designed to yield information about several aspects of their reading habits. The results revealed significant differences between the two groups with regard to every measure of reading habits taken. In particular, results indicated that nonnative students read more widely, read for longer periods of time, and had higher perceptions of themselves as readers in their native language than did native-English speaking students. These findings are interpreted in light of current research on reading habits, attitudes, and interests. Implications for reading research and instruction are discussed.