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Sutherland, Abigail; Incera, Sara – Journal of College Reading and Learning, 2021
Critical reading requires a deep and active engagement with the text. The goal of this study was to empirically determine what critical reading skills faculty believe students should develop. We asked faculty to rate how useful they consider several critical reading behaviors and how often they model those behaviors in their classes. Faculty…
Descriptors: Critical Reading, College Faculty, Teacher Attitudes, Reading Skills
Liu, Xiaohua; Read, John – Journal of College Reading and Learning, 2020
Previous surveys of university academic reading generally employed questionnaires and fell short of an in-depth analysis of students' skill needs and difficulties. Taking a qualitative approach, the current study interviewed 22 undergraduates and 7 language teachers from a New Zealand university. Together the participants highlighted a number of…
Descriptors: Content Area Reading, Academic Language, Reading Skills, Undergraduate Students
Howard, Pamela J.; Gorzycki, Meg; Desa, Geoffrey; Allen, Diane D. – Journal of College Reading and Learning, 2018
This cross-sectional study at a four-year college explored the alignment between students' and faculty perceptions and behaviors regarding academic reading. Constructs from the academic reading literature were used to create a 10-item survey, modified slightly for faculty and students to respond to the same prompts. A convenience sample of 848…
Descriptors: Case Studies, College Faculty, Student Attitudes, Teacher Attitudes