Abstract
The purpose of the study was to examine first year college students’ success in reading as a function of their academic achievement in preparatory schools. To this end, data were collected from 138 year first students taking communicative English skills. Then, both descriptive and inferential statistics were employed to analyze the data. The results revealed that all of the variables were found to be correlates of students’ reading performance. It was also indicated that students’ college entrance English exam result was found to be a strong determinant of students’ reading performance. In sum, the independent variables together accounted for 37% of the variances in students reading performance, and hence, it could be concluded that students’ academic achievements in preparatory schools strongly influence college students’ success in reading.
Key words: Success in reading, preparatory school achievement, reading performance.
