NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1092157
Record Type: Journal
Publication Date: 2012
Pages: 29
Abstractor: As Provided
ISSN: ISSN-1935-7869
Doctoral Students' Reasons for Reading Empirical Research Articles: A Mixed Analysis
Burgess, Melissa L.; Benge, Cindy; Onwuegbuzie, Anthony J.; Mallette, Marla H.
Journal of Effective Teaching, v12 n3 p5-33 2012
Little is known about reading ability among doctoral students. Thus, we used a fully mixed concurrent equal status design (Leech & Onwuegbuzie, 2009) to examine 205 doctoral students in the College of Education and their reasons for reading research articles. A thematic analysis revealed 5 themes (subsumed by 2 meta-themes) explaining reasons for reading. A series of canonical correlation analyses revealed statistically significant multivariate relationships between reasons for reading empirical articles and (a) reading intensity (i.e., frequency of reading empirical research articles, number of empirical research articles read each month) and (b) reading ability (i.e., reading comprehension, reading vocabulary). The implications of these and other findings are discussed.
Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Nelson Denny Reading Tests
Grant or Contract Numbers: N/A