This study investigated the effects of ACTOR in the college students’ reading comprehension and their perceptions on the use of this method. The researcher developed this method to help students to understand what is explicitly stated and implied in informational texts. It includes a sequence of steps involving cognitive, metacognitive, learning style, and critical thinking strategies. The steps in ACTOR include activating prior knowledge, concentrating and connecting this knowledge to new information in the text, triggering appropriate strategies to thoroughly understand what is being read, organizing ideas that have been generated from the text, and responding to what has been read. Eighty-three college freshmen who attended a developmental or reading improvement course in a public university in New Jersey, USA participated in this study. They received training on how to use ACTOR in 13 weeks. They took the Accuplacer Reading Comprehension test before and towards the end of the semester. Findings showed a statistically significant mean difference between the participants’ pre and posttest scaled scores. They also responded to a questionnaire regarding the use of ACTOR. They found ACTOR to be very helpful or helpful in reading, studying, and taking tests.
Improving Reading, , College Reading Comprehension, Reading Method, Reading Strategies