While writing in doctoral education is increasingly visible as a focus for research and pedagogy, what remains less visible is the role of reading in the doctoral journey. This paper draws on data from two parallel research programmes in which doctoral student day-to-day experience was documented longitudinally, initially in the social sciences and more recently in the sciences. The analysis shines a light on the essential role of reading in the development of student thinking, writing and academic identity; pedagogical implications are explored. (Contains 6 notes.)