what they read on their own than are most students in high school, for example. College instructors assign readings, not necessarily explicated in class, for which students might be held accountable through exams, papers, presentations, or class discussions. Students in high school, by contrast, are rarely held accountable for what they read independently. This discrepancy in task demand, coupled with the vast gap in text complexity, may help explain why only about half of the students taking the ACT…
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