Open AccessAcademic Reading Strategies used by Leeds Metropolitan University Graduates: A Case Study
Author(s) -
Samira Sohail
Publication year - 2016
Publication title -
journal of education and educational development
Language(s) - English
Resource type - Journals
eISSN - 2313-3538
pISSN - 2310-0869
DOI - 10.22555/joeed.v2i2.442
Subject(s) - reading (process) , metropolitan area , task (project management) , mathematics education , psychology , work (physics) , medical education , computer science , pedagogy , medicine , political science , management , engineering , mechanical engineering , pathology , law , economics
Academic reading is different from other forms of reading because it is complex and discipline-specific. It involves a measured, challenging, and multifaceted process in which students are dynamically engaged with a range of reading strategies. Academic reading improvement is possible, provided students work on it and there are no short cuts or remedies which will cure the reading problems. Reading improvement is hard work and a difficult task, but it is rewarding as well. This study examined the selection and use of academic reading strategies used by the undergraduate and postgraduate students studying at Leeds Metropolitan University, Headingley Campus, Leeds. A quantitative data study was carried out to investigate three aspects of academic reading strategies: (a) efficiency, (b) interacting with texts, and (c) critical reading strategies. The results of this survey suggest that the participants on balance have proficient reading skills, but a significant number of participants have ineffective reading strategies and bad reading habits. Recommendations and suggestions have been put forward to improve academic reading strategies and for further research.