The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in their first year of study at a British university


Cyril Weir

Roger Hawkey

Anthony Green

Aylin Unaldi

Sarojani Devi

Date Published:

27th April 2009

This study investigates the academic reading activities and problems of students in their first-year of study at a British University, and compares the emerging model of academic reading with an analysis of the reading construct as tested in the IELTS Reading Module. The contextual parameters of the reading texts of target students are reviewed and a comparison made with those performance conditions obtaining for reading activities in the IELTS test. The extent to which any problems in reading might decrease the higher the IELTS reading band score obtained before entry is investigated.