Many South African students enter higher education under-prepared for the reading demands that are placed upon them. These students very often become part of the revolving door syndrome. An analysis of the reading assessment profiles of a group of first-year students at Potchefstroom University indicated that these students experienced problems across all aspects of the reading process (i.e. vocabulary, fluency, reading comprehension, and reading strategy use). The reading assessment profiles of an efficient and an inefficient learner indicated that their profiles were diverse and that any one measure of reading achievement may not be sufficient to identify strengths and needs for instruction. Recommendations are made in terms of the reading support needed by these students. South African Journal of Education Vol.24(1) 2004: 95-103
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