Relevant bibliographies by topics / Academic reading

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Academic reading"

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Minsyzbayeva, A. "FACTORS AFFECTING ACADEMIC READING COMPREHENSION OF HIGH SCHOOL STUDENTS." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 54 (April 19, 2023): 54–56. https://doi.org/10.5281/zenodo.7845575.

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This article is aimed at revealing the factors that affect the academic reading comprehension of high school students. There are objective (e.g. the limited amount of knowledge of high school students) and subjective factors (e.g. students of their background knowledge). The level of formation of academic reading is evidenced by the possession of different reading strategies. Students need to acquire effective strategies for academic reading, the structure of an academic text, and how to recognize discourse markers for a faster initial acquaintance with the material.
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Ayesha, Butt. "An Investigation of the Reading Habits among Pakistani University Students." Global Social Sciences Review 4, no. 4 (2019): 398–407. https://doi.org/10.31703/gssr.2019(IV-IV).51.

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Reading is an essential skill, which further paves the way for excellence in life both academically and non-academically. Reading habit does not necessarily include the reading of academic texts, but it also includes reading for pleasure, reading for information, reading for knowledge etc. It can also be a valuable essence to constructively progress the academic achievements of the students. The present study investigated the reading habits of Pakistani university students. The sample of the study was 600 university pupils from various disciplines of 6 universities. The quantitative survey sho
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Miller, Kirsty, and Hannah Merdian. "“It’s not a waste of time!” Academics’ views on the role and function of academic reading: A thematic analysis." Journal of University Teaching and Learning Practice 17, no. 2 (2020): 20–35. http://dx.doi.org/10.53761/1.17.2.3.

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The role of academic writing in the development of academic literacy in university students has been considered in some depth in the literature. However, the view of lecturers as to the role and value of academic reading is notably less explored and warrants further exploration. Academic staff from a broad range of subject areas were invited to participate in a survey on the role and function of academic reading. Using an explorative approach, the study investigated academics’ views about reading behaviour with regards to the students’ academic journey, their own academic development, and its
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Nhapulo, Marcos Abilio, Ellen Simon, and Mieke Van Herreweghe. "Enhancing academic reading skills through extensive reading." Southern African Linguistics and Applied Language Studies 35, no. 1 (2017): 17–40. http://dx.doi.org/10.2989/16073614.2016.1267578.

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Snyder, Charles. "Cicero, Academica 1.45." Bochumer Philosophisches Jahrbuch für Antike und Mittelalter 24 (December 31, 2021): 18–34. http://dx.doi.org/10.1075/bpjam.00071.sny.

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Abstract Focused on the reference to Socrates’ confession of ignorance at Academica 1.45, this paper challenges the common assumption that the passage transmits Arcesilaus’ conception of Socrates. This paper develops in two steps a more plausible reading of the passage. According to this reading, Cicero presents an interpretation of Arcesilaus’ historical relation to Socrates. In conclusion, the paper argues that traditional readings of Acad. 1.45 underestimate not only Cicero’s originality as an historical thinker, but also his clever reconstruction of Academic history, as it effectively oppo
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McCreary, Carol Fillips, and Laura Donahue Latulippe. "Developing Academic Reading Skills." Modern Language Journal 72, no. 3 (1988): 351. http://dx.doi.org/10.2307/327531.

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Aigul, Umetalieva. "READING FOR ACADEMIC PURPOSE." Vestnik Bishkek Humanities University, no. 49 (November 29, 2019): 83–85. http://dx.doi.org/10.35254/bhu.2019.49.27.

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Abstract: The central concepts underlying academic reding and their implications for instruction are outlined as well as the development of reading curricula including the analyses and choosing material and text. Reading teachers need to design content based courses by building coherent and effective reading curricula. So teachers need to set ex- pectations for their students and assist them in achieving them by means of principled and purposeful reading instruction. In academic settings reading instruction is consid- ered to be the important means for learning information and access to explan
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Kitchen, Margaret, Maree Jeurissen, Susan Gray, and Matthew Courtney. "TEACHER ENGAGEMENT WITH ACADEMIC READING IN A POST-SERVICE TESOL COURSE." Indonesian Journal of Applied Linguistics 6, no. 2 (2017): 260. http://dx.doi.org/10.17509/ijal.v6i2.4912.

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Engaging school teachers with academic reading is challenging for all teacher trainers, yet if teachers’ knowledge base is to be up-to-date the input of new research information is essential. Within the field of teacher professional development, few research studies focus primarily on teacher academic reading. On the Auckland New Zealand TESOL diploma course reported on here, academic readings are key. They theorise the weekly lecture topics and provide practical strategies that embed the theory. Three approaches to academic reading are used. These three approaches are the focus of the study r
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Mariano, Maria Brenia. "Enhancing Reading Skills and Academic Performance in Grade 7 Students: A Holistic Investigation." Psychology and Education: A Multidisciplinary Journal 27, no. 10 (2024): 1157–63. https://doi.org/10.5281/zenodo.14128911.

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The study examined the reading skills and academic performance of 65 Grade 7 students of Santa Maria National High School for school year 2022-2023. The quasi-experimental time series method technique was used in collecting and analyzing quantitative and qualitative data. Checklists for the profile and questionnaire for the reading skills of the students were used as data gathering instrument of the study. Frequency and percentage were used in analyzing the profile and level of academic performance, mean and standard deviation for the level of reading skills and to find out the average academi
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Made, Frida Yulia, Harry Sulistyo Gunadi, and Yudi Cahyono Bambang. "Affective engagement in academic reading: What EFL student teachers reveal." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 791–98. https://doi.org/10.11591/ijere.v9i3.20635.

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Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension
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Dissertations / Theses on the topic "Academic reading"

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Stone, Rebecca Jean. "A Teacher's Guide to Academic Reading: Focusing on the Academic Reading Demands of ESL Learners." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3882.

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With over 765,000 English-as-a-second-language (ESL) students studying in the United States, a greater understanding of the academic requirements and demands these students face while studying in the US is needed. Some of the biggest challenges they face include the amount of reading required and the various tasks employed with academic reading. University reading tasks require more than an understanding of the text. These tasks place a strong emphasis on text comprehension, summary, synthesis, and critical analysis. This is problematic as students, especially ESL learners, lack experience wit
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Kingham, Patricia H. "Developmental approaches to reading comprehension in children with reading difficulties /." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20030904.135502.

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Hernandez-Gutierrez, Josie Hudson Johnetta. "The effects of academic interventions on the development of reading academic competence in fourth grade students." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9094.

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Johnson, Nicole. "Curriculum-embedded reading tests as predictors of success on Florida Comprehensive Assessment Test in reading." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4944.

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With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation b
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Knezek, Lois Ann. "Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801951/.

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English language learners (ELLs) face many linguistic and cultural challenges in their attempts to succeed academically. They encounter complex academic text, which is increasingly presented online. Although some research has addressed the challenges that university-level ELLs face when reading online texts, almost all of this prior work has focused on undergraduates. The purpose of the current study was to investigate the reading strategies employed by graduate-level ELLs when reading an academic English text online. Participating in the study were four foreign-born doctoral students from dif
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Özkan, David. "Academically Reading : University students’ reading habits and reported attitudes towards Academic English." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143881.

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The use of English has increased greatly in the higher education system with universities across the world including English as part of their education programs. One of many consequences of this is that many students have to read and study in a second or foreign language, which has shown to be of difficulty for many students according to previous research. The purpose of this present study is to investigate the academic reading habits of students and explore their perceptions and attitudes towards reading academic English, and what experiences they have in relation to that. A total of 68 parti
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Hernandez-Gutierrez, Josie. "The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9094/.

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This dissertation examined the effects of academic interventions on the development of reading academic competence in fourth grade students who performed at or below grade level as determined by TAKS reading scale scores. Fifty students in fifth grade were chosen to participate in the study from five elementary schools in the Fort Worth Independent School District in Fort Worth, Texas. Only 46 students completed the study. The study was conducted with a control (n = 23) and treatment group (n = 23). The fourth grade students were administered pretests and posttests using the ACES and the fourt
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Chou, I.-Chia. "Exploring International ESL Students’ On-Screen Reading Behaviors with Two Academic Reading Purposes." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243965387.

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Devi, Sarojani. "Validating aspects of a model of academic reading." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/296771.

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In the past, the focus in language testing, teaching and research has largely been on careful reading while expeditious (quick, efficient and selective) reading has been largely ignored. However, some research suggests that careful reading ability alone is inadequate for students to meet the demands of undergraduate academic reading. In the main English for Academic Purposes (EAP), test instruments have been previously based on careful reading models which assume reading to be unicomponential. If this is not the case, the issue for language testing is whether the construct of academic reading
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Cabinda, Manuel João José. "Identifying academic reading strategies in a multilingual context." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/3866.

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Philosophiae Doctor - PhD<br>In this thesis I explore the complexity of FL (Foreign Language) reading through qualitatively and quantitatively analysing the forms, ways, and mechanisms applied by adult readers at tertiary university education level to construct meaning in an ESP/EAP (English for Specific and Academic Purposes) multilingual educational context at the Eduardo Mondlane University (UEM), in Mozambique
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Books on the topic "Academic reading"

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Holschuh, Louis W. Academic reading. Macmillan, 1989.

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McWhorter, Kathleen T. Academic reading. 2nd ed. HarperCollins College Publishers, 1994.

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McWhorter, Kathleen T. Academic reading. 3rd ed. Longman, 1998.

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McWhorter, Kathleen T. Academic reading. 4th ed. Addison Wesley Longman, 2001.

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Scott, Weltig Matthew, ed. Mastering academic reading. Univ. of Michigan Press, 2010.

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Krohn, Nitza. Reading academic Hebrew. Brill, 2011.

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Abdulaziz, Helen T. Academic challenges in reading. Prentice Hall, 1992.

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1948-, Stover Alfred D., ed. Academic challenges in reading. Prentice Hall, 1989.

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S, Johnston Susan, ed. Steps to academic reading. Thomson/Heinle, 2002.

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Olsen, Amy E. Academic vocabulary: Academic words. 4th ed. Longman, 2010.

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Book chapters on the topic "Academic reading"

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Bailey, Stephen. "Reading." In Academic Writing. Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-3.

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Bailey, Stephen. "Reading." In Academic Writing. Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-4.

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Bailey, Stephen. "Reading." In Academic Writing, 6th ed. Routledge, 2025. https://doi.org/10.4324/9781003509264-4.

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Bailey, Stephen. "Reading." In Academic Writing, 6th ed. Routledge, 2025. https://doi.org/10.4324/9781003509264-5.

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Reinders, Hayo, Linh Phung, and Marilyn Lewis. "Academic Reading." In Studying in English. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59406-8_7.

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Fang, Zhihui. "Reading Mathematics." In Demystifying Academic Reading. Routledge, 2023. http://dx.doi.org/10.4324/9781003432258-5.

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Fang, Zhihui. "Reading Science1." In Demystifying Academic Reading. Routledge, 2023. http://dx.doi.org/10.4324/9781003432258-4.

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Fang, Zhihui. "Reading Literature." In Demystifying Academic Reading. Routledge, 2023. http://dx.doi.org/10.4324/9781003432258-2.

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Fang, Zhihui. "Reading History." In Demystifying Academic Reading. Routledge, 2023. http://dx.doi.org/10.4324/9781003432258-3.

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Firth, Miriam. "Reading academic texts." In Employability and Skills Handbook for Tourism, Hospitality and Events Students. Routledge, 2020. http://dx.doi.org/10.4324/9781351026949-14.

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Conference papers on the topic "Academic reading"

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Radić, Nebojša. "DEVELOPING ACADEMIC READING SKILLS WITH AI." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1151.

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Chimenya, Ulita Muidzo. "ACADEMIC READING CHALLENGES EXPERIENCED BY FIRST-YEAR UNIVERSITY STUDENTS AND THE READING INTERVENTIONS THAT CAN IMPROVE THEIR READING SKILLS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0943.

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Mtanha-Matariro, Mariyeni, Leketi Makalela, and Ntsoaki Mokala. "TECHNOLOGY-ENHANCED ACADEMIC LITERACY: A REVIEW OF DIGITAL TOOLS FOR READING, RESEARCH, AND WRITING IN FIRST-YEAR COURSES." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1154.

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Chimenya, Ulita Muidzo. "GIVING EQUAL ATTENTION TO TEACHING BOTH READING AND WRITING TO PROMOTE ACADEMIC SUCCESS AMONG FIRST YEAR UNIVERSITY STUDENTS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0944.

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Cuevas Silva, Maria de los Ángeles, Maria Mercedes Mondéjar Valencia, and Toni Vallès-Català. "THE IMPACT OF READING COMPREHENSION AND SUSTAINED ATTENTION ON STEM PROBLEM SOLVING AND ACADEMIC PERFORMANCE IN COMMERCIAL AVIATION UNIVERSITY PILOT STUDENTS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1552.

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Heljakka, Katriina Irja. "Reading Ron Right:." In Academic Mindtrek 2022: 25th International Academic Mindtrek conference. ACM, 2022. http://dx.doi.org/10.1145/3569219.3569386.

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Mardiah, Radiatan, Melati, and Nyimas Triyana Safitri. "Academic Purposes Digital Reading." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.087.

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Esleta, Leonell L., Imelda O. Onquit, Ahl G. Balitaon, and Aera Ruth V. Aguila. "Reading Ability and Academic Achievement." In –The Asian Conference on Education & International Development 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-101x.2024.71.

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Jiang, Yichen, Aixia Jia, Yansong Feng, and Dongyan Zhao. "Recommending academic papers via users' reading purposes." In the sixth ACM conference. ACM Press, 2012. http://dx.doi.org/10.1145/2365952.2366004.

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Kumara, Nandana, Annika Hinze, Nicholas Vanderschantz, Claire Timpany, and Sarah-Jane Saravani. "Resource Types linked in Academic Reading Lists." In 2021 ACM/IEEE Joint Conference on Digital Libraries (JCDL). IEEE, 2021. http://dx.doi.org/10.1109/jcdl52503.2021.00080.

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Reports on the topic "Academic reading"

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Fonseca, Jodie, Laiba Bahrawar, Margaret M. Dubeck, Yasmin Sitabkhan, Christopher Cummiskey, and Devanshi Unadkat. Girls Have Academic Advantages and So Do Boys: A Multicountry Analysis of Gender Differences in Early Grade Reading and Mathematics Outcomes. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.rr.0049.2305.

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This paper contains a new analysis of gender differences in early grade reading and mathematics outcomes in 19 USAID-funded studies over the past decade from 14 locations in Africa, Asia, Latin America, and the Middle East. The paper addresses gaps in the literature related to learning patterns for girls and boys in lower- and middle-income countries and in early primary school. We analyzed the results from reading and mathematics assessments in grades 2 and 3, including differences in oral reading fluency (ORF) and quantitative comparison scores between boys and girls, as well as differences
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Berlinski, Samuel, Matías Busso, and Michele Giannola. Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004366.

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This paper finds that providing educational support to children with low baseline reading scores affected their academic performance as well as that of their higher-achieving classmates. Results show a positive impact on learning for high-achieving students who were not part of the remediation program but were in schools with children who did. Our evidence suggests that the results are not explained by class size reductions or changes in teacher practices.
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Beuermann, Diether, Julian P. Cristia, Ofer Malamud, and Francisco Pardo. Research Insights: Do Children Benefit from Personal Laptops in the Long Run? Inter-American Development Bank, 2025. https://doi.org/10.18235/0013423.

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The OLPC program, designed by a team at the MIT Media Lab, aimed to improve educational outcomes among low-income primary students around the world by providing affordable personal laptops. The government of Peru launched its national OLPC program in 2009 targeting the nations most impoverished regions. Improving learning outcomes was a critical goal considering that only 14% of second grade primary students met the national mathematics standard and 23% did so for reading in 2009. While similar initiatives were implemented worldwide, their long-term impacts remain underexplored. This study foc
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, e
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Baldwin, Gretchen. Considering the Future of Gender and Peace Operations: Strategic Debates and Operational Challenges. Stockholm International Peace Research Institute, 2022. http://dx.doi.org/10.55163/lcsv1618.

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The women, peace and security (WPS) agenda in peace operations has had myriad successes as well as setbacks in implementation. The rise of ‘gender-sensitive’ or ‘gender-responsive’ approaches to peacekeeping signals progress in policy language, but in practice, peacekeepers can struggle to comprehensively implement gender analyses or deliver on WPS tasks. Based on a review of existing academic and policy literature, this paper identifies five strategic debates central to WPS agenda implementation: participation beyond numbers, men’s roles, defining ‘gender’, balancing gender ‘inside and outsid
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Johnson, Rucker C. School Funding Effectiveness: Evidence From California’s Local Control Funding Formula. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/529.194.

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In 2013, California implemented an ambitious school funding reform, the Local Control Funding Formula (LCFF), which allocates state funding by the proportion of unduplicated “high-need” students in the district: those from low-income families, English learners, and those in foster care. Using student-level longitudinal data for all California schoolchildren, the study is the first comprehensive investigation of LCFF’s impacts on student outcomes, including math and reading achievement, grade repetition, school disciplinary incidents, high school graduation, and college readiness. The analyses
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Berlinski, Samuel. Helping Struggling Students and Benefiting All: Peer Effects in Primary Education. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004268.

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We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a
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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those
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Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, &amp; Ang, 2010; Martin &amp; Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger &amp; Lee, 2001; Murray &amp; Malmgren, 2005). The Responsive Classroom
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Price, Roz. Taxation and Public Financial Management of Mining Revenue in the Democratic Republic of Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.144.

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This rapid review provides a summary of the evidence on the taxation and public financial management of mining revenues in the Democratic Republic of Congo (DRC). This is a very complex topic, with a large and growing literature base, a huge interest by donors, non-governmental organisations and businesses, with some conflicting information at times. In particular, specific data on provincial budgets and spending was not identified during this review. No specific information on public financial management in either of these provinces was identified during the course of this review. Given the b
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You might also be interested in the extended bibliographies on the topic 'Academic reading' for particular source types:
Journal articles Dissertations / Theses Books
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