ABSTRACT
It can be argued that college reading has been an established fi eld within Reading research and pedagogy for over a century. Indeed we continue to be mindful of and draw pride from Manzo (1983) as he rightly opined that college reading is both a generator of new ideas and a repository for considerable wisdom. Yet, even today our fi eld does not receive the same respect that comes to other subfi elds of literacy pedagogy. It is ironic then that many noteworthy scholars in Reading research and pedagogy (see Israel & Monaghan, 2007; Robinson, 2002) wrote about college readers and/or college reading and study strategy instruction (e.g., Guy Buswell, William S. Gray, Ernest Horn, Constance McCullough, Nila B. Smith, Ruth M. Strang, Miles A. Tinker, Paul A. Witty, George Spache, Francis P. Robinson) to the extent that much of our historical, if not foundational, understanding of basic reading processes rests on work that was conducted with college readers.
