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Journal articles on the topic 'Academic reading'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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Dewi, Annisa Satriani, and Paulus Kuswandono. "Investigating the Role of Volitional and Motivational Factors for Postgraduate Students’ Self-Regulated Learning in Academic Reading." Language Circle: Journal of Language and Literature 18, no. 2 (2024): 323–32. http://dx.doi.org/10.15294/lc.v18i2.47654.

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Academic readings are meaningful and useful sources for academic writing. Both of them are inextricably intertwined. Postgraduate students need to read a lot of academic reading in order to get new insight and knowledge that will be useful for writing academic journals. In order to be successful in reading academic materials, postgraduate students need to apply metacognitive strategies. One of them is being self-regulated learners. There are many factors that promote good self-regulation. Two of them are motivation and volition. Using a mixed-methods explanatory framework, this research aimed

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Quinn, Marie. "Who’s reading who?" Journal of English for Research Publication Purposes 3, no. 2 (2022): 198–224. http://dx.doi.org/10.1075/jerpp.21019.qui.

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Abstract The phenomenon of English ‘colonising’ academic publishing had been observed globally, so that English-speaking academics rarely need to venture into non-English texts in order to build new knowledge. In the case of research in the education and language fields in Timor-Leste, academic research and writing appears predominantly in Portuguese, with English as a significant second language of research. In this case, researchers need to engage across these dominant languages in order to draw on the accumulated research and knowledge about contexts where research is carried out. Not engag

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Jennifer, J. Mary, and R. Joseph Ponniah. "Pleasure reading cures readicide and facilitates academic reading." i-manager’s Journal on English Language Teaching 5, no. 4 (2015): 1–5. http://dx.doi.org/10.26634/jelt.5.4.3664.

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Martinez Abarca, Sonnia Carlota, Gioconda Monserrate Aviles Villon, and Ana María Maruri Orellana. "Using Content-Based Reading Materials for Academic Reading." RECIMUNDO 1, no. 4 (2017): 730–43. http://dx.doi.org/10.26820/recimundo/1.4.2017.730-743.

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This text explores the conceptual developments useful as theoretical support to the Project “Metacognitive Strategies in the Teaching and Learning of Reading”, which are related to the notion that reading underlies the work, the strategies (cognitive and metacognitive) and its role in the reading didactics; moreover, some aspects showed are related to the didactic design proposal, the unit didactic, the didactic planning, and the elements that constitute it.

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Chavan, Sonal G., and Dr. Meena Kute. "Reading Comprehension: A Strategy for Enhancing Academic Performance." Journal of Research & Development 16, no. 8 (2024): 48–50. https://doi.org/10.5281/zenodo.12705172.

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<strong>Abstract: </strong> Reading skill is a complex one, especially when it comes to reading comprehension. It requires special training, which is not provided by teachers in the class. Teachers focus on decoding and developing vocabulary. ESL students face more difficulties at higher levels as they are not able to comprehend unseen passages. Many researchers have proven that if teachers train students with various strategies related to reading comprehension, it will be helpful for the students to comprehend any reading material.

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Secker, Jane, and Elizabeth Tilley. "Students, academic reading and information literacy in a time of COVID." Journal of Information Literacy 16, no. 2 (2022): 69. http://dx.doi.org/10.11645/16.2.3291.

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Reports on a panel discussion held at LILAC 2022 on student academic reading during the COVID-19 pandemic. Draws on data from two surveys, but also discusses the implications of this research for teachers and information literacy (IL) practitioners. In summary, students carried out almost all their academic reading in electronic format, due to the restrictions in place. However, in common with research conducted prior to the pandemic, their preferences for reading in print format remained. Students also report doing less of their assigned readings, feeling more tired as well as reporting other

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Kadıoğlu, Ayşe. "Reading John Stuart Mill in Turkey in 2017." Middle East Law and Governance 10, no. 2 (2018): 203–32. http://dx.doi.org/10.1163/18763375-01002001.

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Academic freedom has eroded and continues to erode in an unprecedented magnitude in Turkey especially since the failed coup attempt of July 15, 2016. During this time, thousands of academics were purged from their positions including Academics for Peace who signed a petition calling for an end to the atrocities against Kurdish citizens and a peaceful resolution of the conflict in the southeastern provinces of Turkey. Such authoritarian backsliding was accompanied by a discourse that blurred the distinction between opinion and truth. Academics were increasingly ostracized and viewed as non-memb

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Kovalenko, Marina. "The Validation Process in the IELTS Reading Component: Reading Requirements for Preparing International Students." Journal of Language and Education 4, no. 1 (2018): 63–78. http://dx.doi.org/10.17323/2411-7390-2018-4-1-63-78.

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Although IELTS is coordinated under a framework for test development and validation, there is some controversy about exam results’ correlation with students’ post-admission intellectual, academic and professional performance. The theoretical part of the research aims to investigate the extent to which the IELTS reading component relates meaningfully to interpretations of validity. The empirical part addresses questions about perceptions of the impact of the IELTS reading preparation on adjustment to the challenges of academia and further academic performance and variances in these perceptions

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Abbott, Rob. "Crossing thresholds in academic reading." Innovations in Education and Teaching International 50, no. 2 (2013): 191–201. http://dx.doi.org/10.1080/14703297.2012.760865.

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Dangin, Dangin. "Students’ Awareness of Metacognitive Reading Strategies in Academic Reading." Journal of English Teaching and Learning Issues 3, no. 1 (2020): 33. http://dx.doi.org/10.21043/jetli.v3i1.7145.

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<p>Being aware of reading strategies becomes the key of readers’ success in reading process, this study began with its purpose to investigate the readers’ awareness of metacognitive reading strategies while facing academic reading texts. Then, the respondents here were whole 50 students of English department, who had completed the questionnaire of Survey of Reading Strategies Awareness (SORS). Those respondents were intended to reveal the type of reading strategies used during reading academic materials in English. The results of study revealed that those respondents were aware of using

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Zur, Sarjaniah, La Sunra, and Syarifuddin Dollah. "The role of reading logs in shaping students' reading habits on extensive reading." English Learning Innovation 6, no. 1 (2025): 156–65. https://doi.org/10.22219/englie.v6i1.39677.

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The role of reading logs as an approach in extensive reading has many benefits and has been widely proven as a tool that can improve students' academic competence and promote literacy development. This study aims to explore the role of reading logs in extensive classes in forming reading habits and developing academic skills. The present study employed a qualitative descriptive approach. Thematic analysis was employed to identify the opinions of 49 undergraduate students regarding their experiences in the extensive reading class that incorporated reading logs. The thematic analysis of the stud

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Hong, Yining, Jialu Wang, Yuting Jia, Weinan Zhang, and Xinbing Wang. "Academic Reader: An Interactive Question Answering System on Academic Literatures." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 9855–56. http://dx.doi.org/10.1609/aaai.v33i01.33019855.

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We present Academic Reader, a system which can read academic literatures and answer the relevant questions for researchers. Academic Reader leverages machine reading comprehension technique, which has been successfully applied in many fields but has not been involved in academic literature reading. An interactive platform is established to demonstrate the functions of Academic Reader. Pieces of academic literature and relevant questions are input to our system, which then outputs answers. The system can also gather users’ revised answers and perform active learning to continuously improve its

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Greenleaf, Cynthia, Ruth Schoenbach, Christine Cziko, and Faye Mueller. "Apprenticing Adolescent Readers to Academic Literacy." Harvard Educational Review 71, no. 1 (2001): 79–130. http://dx.doi.org/10.17763/haer.71.1.q811712577334038.

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Throughout the United States, concern is growing among educators about the numbers of students in secondary schools who do not read well. In response, committed and well-meaning educators are increasingly advocating remedial reading courses for struggling adolescent readers. In this article, Cynthia Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye Mueller offer an alternative vision to remedial reading instruction. The authors describe an instructional framework — Reading Apprenticeship — that is based on a socially and cognitively complex conception of literacy, and examine an Academic L

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Maguire, Moira, Ann Everitt Reynolds, and Brid Delahunt. "Reading to Be: The role of academic reading in emergent academic and professional student identities." Journal of University Teaching and Learning Practice 17, no. 2 (2020): 58–70. http://dx.doi.org/10.53761/1.17.2.5.

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Despite the widespread acknowledgement of the importance of academic reading, much research tends to focus on academic writing. The role of academic writing in the development of academic and professional identities is generally accepted. In contrast, the role of academic reading has been less visible in the literature, and when discussed, it tends to be conceptualised as a generic skill. In this paper, we explore the role of reading in emergent academic identities in undergraduates. We reflect on research with our own Nursing and Midwifery students that highlighted the role of reading in the

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Kiszczak, Anna. "Reading as a core component of developing academic literacy skills in L2 settings." Lublin Studies in Modern Languages and Literature 43, no. 3 (2019): 89. http://dx.doi.org/10.17951/lsmll.2019.43.3.89-98.

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<p>Academic reading has gained considerable interest among language theoreticians and practitioners as a key component of generally understood academic literacy competencies. Yet, despite the unquestionable importance of developing advanced reading skills in both L1 and L2 academic settings, a definition of the concept of academic reading is still not easy to formulate. In an attempt to better understand the notion of academic reading, this article first, provides an overview of the goals of academic reading comprehension, with special focus on reading to learn, and then, discusses the r

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V, Shivani, Tamilselvi A, and Meenakshi S. "Enhancement of Academic Reading Comprehension Skills through Cognitive Academic Language Learning Approach (CALLA)." Journal of Engineering Education Transformations 37, IS2 (2024): 477–83. http://dx.doi.org/10.16920/jeet/2024/v37is2/24077.

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Language skills are an integral part of quality education as it induces communication, creates comprehensibility of content and expedites knowledge acquisition. This requires students to actively involve in language learning, to meet the growing competent requirements of engineering education. Enhancing Reading competence is one of the crucial factors for achieving academic success. This paper examines the effectiveness of Cognitive Academic Language Learning Approach in enhancing the reading comprehension skills of first year Engineering students. Cognitive Language Learning Approach is an in

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Taylor, Allie. "Engaging academic staff with reading lists." Journal of Information Literacy 13, no. 2 (2019): 222. http://dx.doi.org/10.11645/13.2.2660.

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Following the implementation of online reading list software, Library Services at the University of Worcester (UW) encouraged academic staff to consider the reading list as a learning tool. Using an interactive teaching session timetabled as part of the Postgraduate Certificate in Learning and Teaching in Higher Education, lecturers are asked to consider how they can maximise the impact of their reading lists and increase library use. The pedagogy of reading lists and student engagement with reading are examined. Participants also discuss the type of content reading lists typically contain and

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Chavez, Marifel, and Lorelie Honesto. "Reading Comprehension in Relation to Academic Performance: Basis for Enhancement Program." Psychology and Education: A Multidisciplinary Journal 33, no. 7 (2025): 816–23. https://doi.org/10.70838/pemj.330710.

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This study examines the relationship between reading comprehension and academic performance in English among Grade 3 pupils at Colegio San Agustin-Bacolod during the 2023-2024 academic year. The research employs a descriptive quantitative design, utilizing standardized reading comprehension tests and academic performance records. A sample of 84 pupils were assessed across various reading skills, including letter/word recognition, phonetic analysis, reading vocabulary, and meaningful reading. The study also explores how factors such as sex, family income, and parents' educational attainment inf

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Ávila-Rodríguez, Martha María, María de Jesús Pérez-Herrera, Guerra Yelec Estrada, and Viera Yuleysi Zamora. "Theoretical references on reading and writing in the academic-research training of health professionals." Revista Información Científica 103 (February 15, 2024): e4375. https://doi.org/10.5281/zenodo.10615872.

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<strong>Introduction:</strong> reading and writing constitute essential practices in learning, research and scientific communication. <strong>Objective:</strong> to identify the key theories and concepts about college reading and writing appropriate to support the academic-research training of health professionals.  <strong>Method:</strong> a bibliographic review was developed (October 2022 - April 2023), based on the following phases: information search, evaluation, analysis and synthesis. Keywords were used combined in different search equations: research training, research skills, scie

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Sharma, Amit, Hubert B. Van Hoof, and Crystal Ramsay. "The influence of time on the decisions that students make about their academic reading." Active Learning in Higher Education 20, no. 1 (2017): 79–92. http://dx.doi.org/10.1177/1469787417731200.

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The study reported here investigated reading among students from the perspective of how students choose to use their time and whether they self-ration it. A survey of undergraduate students found that their self-reported allocation of time to academic activities other than reading was positively correlated to the reading that they did and that students’ reading was significantly correlated to their belief of being time constrained. Furthermore, the study found that students’ participation in nonacademic activities had a negative correlation to the reading they did for their courses. Finally, t

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Kim, Haein. "Analysis of University Students’ Reading Activities and Perceptions Based on Academic Disciplines." Korean Association of General Education 19, no. 2 (2025): 59–77. https://doi.org/10.46392/kjge.2025.19.2.59.

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This study investigates university students’ reading activities and perceptions by categorizing and analyzing them based on academic disciplines. The findings reveal three key insights. First, although there has been no significant decline in students’ overall reading volume compared to previous decades, concerns regarding basic academic proficiency and literacy deficiencies persist, with an increasing polarization in reading habits. Notably, students exhibited a strong preference for online reading, suggesting that while the quantity of reading has not decreased, the depth of engagement with

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Nejatifar, Sara, Mohammad Reza Ghasemi, Paria Sarami, and Ahmad Abedi. "Effectiveness of Intervention Based on Academic Buoyancy on Academic Burnout and Academic Engagement of Students with Reading Learning Disorder." Health Nexus 1, no. 2 (2023): 28–36. http://dx.doi.org/10.61838/kman.hn.1.2.4.

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The present study was conducted with the aim of investigating the effectiveness of intervention based on academic buoyancy on academic burnout and academic engagement of students with reading learning disorder. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all female students with reading learning disabilities in the fifth and sixth grades of elementary school in the academic year of 2022 in the city of Isfahan. The sample of the study was 30 people who were selected by available sampling method and were

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Bagcat, Joseliza. "Learner's Reading Proficiency and Academic Performance." Psychology and Education: A Multidisciplinary Journal 30, no. 9 (2025): 1392–406. https://doi.org/10.5281/zenodo.14651999.

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Reading proficiency is critical for academic success, influencing comprehension and performance across all subjects. However, in the Philippines, low reading proficiency remains a significant concern, as evidenced by the country’s last-place ranking in the 2018 Program for International Student Assessment (PISA). This study addresses the gap in understanding the relationship between reading proficiency and academic performance within the Filipino context, particularly among Grade IV to VI learners at San Juan Elementary School, Bohol, during the 2023–2024 school year. The research

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Vishwas, Hase, and Kulkarni Sushma. "Reading Club: An Alternative Framework for Academic Enhancement." International Journal of Advance and Applied Research 10, no. 1 (2022): 16 to 22. https://doi.org/10.5281/zenodo.7160730.

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<strong><em>Abstract: </em></strong> <em>This study analysed the outcomes of participating in a reading club on enhancing faculties' positive interactions with students and positive thinking. A commutative 180 faculties have participated in the reading club. The Questionnaire was used to measure how effective. Besides, results were used to triangulate and elucidate the findings. The findings revealed that the Reading club activity helps the faculty for self-development drastically and improves their communication skills and personality development. It also allows for Curriculum development

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Xu, Qi. "Incorporating reading circles into a task-based EAP reading scheme." ELT Journal 75, no. 3 (2021): 341–50. http://dx.doi.org/10.1093/elt/ccab012.

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Abstract This study explored how reading circles (RCs) can be incorporated into a task-based reading curriculum in academic classroom settings. It investigated students’ perceptions of academic RC tasks and examined their effectiveness in improving students’ reading abilities and critical thinking skills. Twenty-six EFL university students majoring in Business English participated in the study. They were asked to read English business journal articles weekly, assigned different roles and tasks to complete, and given opportunities to share interpretations in class. Data were collected from ques

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Gladkova, Olga. "“Academic Writing: Writing and Reading in the Discipline and Academic Reading: Reading and Writing in the Discipline” by Janet Giltrow." Canadian Journal for Studies in Discourse and Writing/Rédactologie 20, no. 1 (2004): 69–72. http://dx.doi.org/10.31468/cjsdwr.528.

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Dangdang, Norhaemah, and Carlito Abarquez. "Facebook Usage on Junior High School Students' Reading Habits, Attitudes, and Academic Performance." Psychology and Education: A Multidisciplinary Journal 19, no. 6 (2024): 676–89. https://doi.org/10.5281/zenodo.11114205.

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This study investigated the impact of Facebook usage on the reading habits, attitudes, and academic performance of 150 secondary students at Pantar National High School, Division of Lanao del Norte, during the School Year 2023-2024. Employing a descriptive-correlational research design, statistical tools such as Frequency and Percentage Distribution, Mean and Standard Deviation calculations, Pearson r correlation, and Multiple Regression Analysis were utilized for data analysis. Findings revealed distinct patterns in the perceived impact of Facebook on students' reading habits. Students expres

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Labo-Popoola, Serifat Olubunmi. "Reading Habits Amongst University Undergraduates: Implications for Academic Performance." International Journal of Learning and Development 8, no. 2 (2018): 114. http://dx.doi.org/10.5296/ijld.v8i2.13102.

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Human beings transmit knowledge from one generation to another through many ways/skills. This is why the human being is different from other creatures. One of the many tools used by humans is reading. Reading is, no doubt, a complex but very important skill needed by everyone who wishes to succeed in life. The ultimate goal of reading is to be able to understand/comprehend written material, evaluate it, and use the material for one’s need. Comprehension, therefore, is required of the material read. Reading has a lot to do in one’s life as it is the foundation of enjoyment in life; it is equall

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Cupp, Gretchen M., Penelope A. Dyer, Timothy F. Morrison, and Susan M. Tracz. "The Relationship between Pleasure Reading, Textbook Reading & Academic Success." Journal of College Reading and Learning 23, no. 1 (1990): 10–19. http://dx.doi.org/10.1080/10790195.1990.10849955.

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Nuzulianti, Nuzulianti. "The EFL Students’ Reading Strategies Across Different Reading Academic Texts." Journal Of Foreign Language Learning and Teaching 3, no. 1 (2023): 64–70. http://dx.doi.org/10.23971/jfllt.v3i1.6612.

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The purpose of this study was to determine the efl student's reading strategy in various reading courses at IAIN Palangka Raya. This study used quantitative methods and a survey design. This research involved 119 fourth and sixth semester students of the English Department of IAIN Palangka Raya. Data collection was carried out using a questionnaire. The findings indicate students' reading strategies with different text types, namely global strategies (mean = 49.48), support strategies (mean = 33.96), and problem-solving strategies (mean = 31.36), in the fourth and sixth semesters of EFL studen

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Mahaffy, Mardi. "In Support of Reading: Reading Outreach Programs at Academic Libraries." Public Services Quarterly 5, no. 3 (2009): 163–73. http://dx.doi.org/10.1080/15228950902904267.

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Utami, Tiara, Rahayu Apriliaswati, and Sumarni Sumarni. "A Case Study of a Student’s Reading Habits on Academic Texts." Acitya: Journal of Teaching and Education 4, no. 2 (2022): 436–57. http://dx.doi.org/10.30650/ajte.v4i2.3226.

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This research was aimed to investigate reading habits on academic texts. The investigation was covered reading habits and strategies on academic texts. The participant of this research was an eight-semester student of the English Language Education Study Program who is a good academic achiever, especially in reading subjects. The data were derived from a qualitative case study as the research methodology. Then, the researcher used data triangulation through a semi-structured interview, diaries, and direct observations. All of the data were analyzed by thematic analysis and the investigation an

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Khadawardi, Hanadi. "Transfer of Print-Based Academic Reading Strategies to On-Screen Reading." International Journal of English Language Education 9, no. 1 (2020): 60. http://dx.doi.org/10.5296/ijele.v9i1.18091.

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This article contributes to the existing body of research on academic reading practices in the 21st century, by focusing on on-screen reading in the technological age. The study offers an insight into the nature of on-screen reading and reflects the authentic on-screen academic reading experiences of international postgraduate readers in the UK educational context. This was achieved by investigating participants’ reading comprehension strategies while reading on-screen academic research articles, compared with those employed when engaged in print-based reading. This study also scrutinizes L2 r

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Pujiningtyas, Mia Dreina Antira, and Ouda Teda Ena. "The Attitudes of EFL Undergraduate Students in Yogyakarta toward Academic Reading." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 2 (2023): 1981–98. http://dx.doi.org/10.24256/ideas.v10i2.2994.

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Academic reading is important for EFL undergraduate students to be successful in their studies, therefore, the student’s attitudes toward it are also crucial. Attitudes could indicate students’ tendency to be engaged in an academic reading activity or not. There are two research questions in this study which are “What are EFL students’ attitudes toward academic reading?” and “Why do the EFL students have such attitudes toward academic reading?”. A close-ended questionnaire with five points Likert scale was employed in this study. There were 30 EFL undergraduate students participating in this s

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Balansag, Juwilyn P. "Reading Performance as a Predictor of Academic Success of Key Stage 2 Learners." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 1932–49. https://doi.org/10.47772/ijriss.2025.903sedu0149.

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This study investigates the relationship between reading performance and academic success among grades 4, 5, and 6 elementary students. The research explores the predictors of reading proficiency, including comprehension, fluency, and vocabulary knowledge, and their implications for overall academic achievement. Data analysis involves scoring procedures for reading and academic performance, demographic profiling, differences in reading performance based on demographic variables, and correlation analysis between reading performance and academic success. The findings reveal a significant associa

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Abegglen, Sandra, Tom Burns, David Middlebrook, and Sandra Sinfield. "Outsiders looking in? Challenging reading through creative practice." Journal of University Teaching and Learning Practice 17, no. 2 (2020): 86–104. http://dx.doi.org/10.53761/1.17.2.7.

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Becoming well read, especially in academia, is key to being part of the university - and of society. Academic reading is ‘tricky business’ especially for those widening participation students not necessarily familiar with the forms and processes of Higher Education. To foster these students’ academic literacies and practice, rather than the decontextualised teaching of ‘skills’, we create empowering social spaces for authentic collaborative reading. To facilitate this, we present text ‘differently’: text as scroll. A textscroll can be made by taping article or chapter pages together, side-by-s

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Angay, Cara Alyssa. "Reading Skills, Profile, and Challenges of Grade Two Pupils in Relation to Academic Performance: Basis for Intervention." Psychology and Education: A Multidisciplinary Journal 33, no. 8 (2025): 864–78. https://doi.org/10.70838/pemj.330804.

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This study entitled Reading Skills, Profile, and Challenges of Grade Two Pupils in Relation to Academic Performance: Basis for Intervention determined the reading skills, reading profile, and the most common reading challenges of pupils and their association with their academic performance. Respondents were 173 grade two pupils. Descriptive-correlative research design was used. Data were collected using the Comprehensive Rapid Literacy Assessment (CRLA) tools issued by the Department of Education. Results revealed that most of the grade two pupils in terms of sex are almost equal in number, ha

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Yulia, Made Frida, Gunadi Harry Sulistyo, and Bambang Yudi Cahyono. "Affective engagement in academic reading: What EFL student teachers reveal." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 791. http://dx.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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Ferdinandus, Marcy S., and Jamaludin Simantuak. "A SURVEY OF ENGLISH DEPARTMENT STUDENT’S READING STRATEGY IN READING ACADEMIC ARTICLES." PEDAGOGIKA: Jurnal Pedagogik dan Dinamika Pendidikan 12, no. 2 (2024): 581–95. https://doi.org/10.30598/pedagogikavol12issue2page581-595.

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This study aims to find out the students’ strategies in reading academic articles, explain the student’s problems in reading academic articles and describe the ways the students used to solve the problems of students at the English Study Program of Pattimura University. The survey design and the quantitative method were used as the method in this study. The data was collected using a questionnaire and an In-depth Interview. The results showed that the students of the English Department mostly used the use of reading strategies when reading academic articles. The three categories of reading str

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Sunanda, Sharma, and Pal Singh Raminder. "Impact of Reading Practices on Job Satisfaction of College Teachers." RESEARCH REVIEW International Journal of Multidisciplinary 3, no. 12 (2018): 919–24. https://doi.org/10.5281/zenodo.2531846.

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Human recourse development in academic institute is related with attitude of the academic staff members towards reading, profess the thoughts and explore new things. Reading practice and Job Satisfaction among academic staff are vital issues in any educational institute which may affect the performance and growth of an institute in emerging competitive environment. The objective of the study was to examine the reading interest and reading behavior among college faculty. In this research paper, the data was analyzed through ANOVA and t test. The aim of the research was to examine the reading ha

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