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ABSTRACT:
This report examines the readiness of Latino high school students for college-level academic work based on their reading comprehension and verbal reasoning skills. We first review pertinent college admissions test data and educational survey data. Next, we go on to discuss findings from a variety of research fields that sharpen our understanding of factors that can promote or inhibit the development of verbal comprehension and reasoning skills among Latino students. Our analysis of research covers contextual factors, discourse processing, and word recognition factors related to reading comprehension and verbal reasoning performance. We conclude with a discussion of some important questions that need to be pursued in devising effective instruction and interventions based on what research has revealed.

SUGGESTED CITATION:
Richard Duran, Russell Revlin, and Dale Havill, "Verbal Comprehension and Reasoning Skills of Latino High School Students" (January 1, 1995). Center for Research on Education, Diversity & Excellence. NCRCDSLL Research Reports. Paper rr13.
http://repositories.cdlib.org/crede/ncrcdsllresearch/rr13