Davidovitch, N., Yavich, R., & Druckman, E. (2016). Don’t throw out paper and pens yet: On the
reading habits of students. Journal of International Education Research 12(4), 129-143. https://ezproxy.lib.uwm.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=EJ1117659&site=ehost-live&scope=site
Desa, G., Howard, P. J., Gorzycki, M., & Allen, D. D. (2020). Essential but invisible: Collegiate academic
reading explored from the faculty perspective. College Teaching 68(3), 126-137. https://ezproxy.lib.uwm.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=EJ1259215&site=ehost-live&scope=site
Giordano, J. B. & Hassel, H. (2021). Developing critical readers in the age of literacy acceleration.
Pedagogy 21(2), 241-258. https://ezproxy.lib.uwm.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=mzh&AN=202122616483&site=ehost-live&scope=site
Gorzycki, M., Desa, G., Howard, P. J., & Allen, D. D. (2020). “Reading is important,” but “I don’t
read”:Undergraduates’ experiences with academic reading. Journal of Adolescent & Adult Literacy 63(5), 499-508. https://doi-org.ezproxy.lib.uwm.edu/10.1002/jaal.1020
Holschuh, J. P. (2019). College reading and studying: The complexity of academic literacy task
demands. Journal of Adolescent & Adult Literacy 62(6), 599-604. https://doi.org/10.1002/jaal.876
Ihara, R., & Del Principe, A. (2018). What we mean when we talk about reading: Rethinking the
purposes and contexts of college reading. Across the Disciplines 15(2), 1-14. https://doi-org/10.37514/atd-j.2018.15.2.06
Johnson, S. (2019). The fall, and rise, of reading. The Chronicle of Higher Education 65(31), A14-21.
https://link.gale.com/apps/doc/A604327689/AONE?u=milwaukee&sid=bookmark-AONE&xid=0b84549b
Joliffe, D. A., & Harl, A. (2008). Texts of our institutional lives: Studying the “reading transition” from
high school to college: What are our students reading and why? College English 70(6), 599-617. https://ezproxy.lib.uwm.edu/login?url=https://www.jstor.org/stable/25472296
Kerr, M. M., & Frese, K. M. (2017). Reading to learn or learning to read? Engaging college students in
course readings. College Teaching 65(1), 28-31. http://dx.doi.org.ezproxy.lib.uwm.edu/10.1080/87567555.2016.1222577
Kohtz, C., McCoy, L., Klimala, E., & Gray, P. (2019). Reading among nursing and nonnursing students in
undergraduate education. Nurse Educator 44(1), 48-52. https://doi.org/10.1097/NNE.0000000000000510
Manarin, K. (2019). Why read? Higher Education Research & Development 38(1), 11-23.
http://dx.doi.org.ezproxy.lib.uwm.edu/10.1080/07294360.2018.1527296
St Clair-Thompson, H., Graham, A., & Marsham, S. (2018). Exploring the reading practices of
undergraduate students. Education Inquiry 9(3), 284-298. https://doi.org/10.1080/20004508.2017.1380487
Wong, B. & Chiu, Y.T. (2020). University lecturers’ construction of the ‘ideal’ undergraduate student.
Journal of Further and Higher Education 44(1), 54-68. https://doi.org/10.1080/0309877X2018.15040
Xiang, L. (2022). Undergraduates’ & faculty members’ views on scientific reading & communication in
authentic inquiry. American Biology Teacher 84(3), 143-151. https://doi.org/10.1525/abt.2022.84.3.143
Flippo, Rona F., and Thomas W. Bean. Handbook of College Reading and Study Strategy Research. Edited by Rona F. Flippo and
Thomas W. Bean, Third edition., Routledge, 2018.
Provides a comprehensive overview of the research (both theory and practice) on college reading and study strategies.
Hovland, Ingie. “Bringing Reading into the Classroom: Using Active Learning to Practice the Invisible Skill.” International Journal of
Teaching and Learning in Higher Education, vol. 31, no. 3, Jan. 2019, pp. 512–23. Education Research Complete,
https://ezproxy.lib.uwm.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,uid&db=ehh&AN=141859110&site=ehost-live&scope=site
An example of how one might design an entire course around making reading more visible and developing students’ abilities to read in a critical and complex manner. The author details how she developed her course using backward design, covering her goals, assessments, reading selection, and smaller activities/assignments. The article provides many ideas for specific strategies instructors could implement. The author gives a lot of examples of her own activities and assignments, but also cites strategies used by others. Ideas are widely applicable.
Lampi, Jodi P., et al. “Using Disciplinary Approaches for Reading Literary Texts in Developmental Literacy Courses.” Journal of College
Reading and Learning, vol. 49, no. 3, Jan. 2019, pp. 244–51. ERIC, https://ezproxy.lib.uwm.edu/login?
A very discipline-specific article that provides some concrete strategies that could be applied in other disciplines.
Kershaw, Trina C., et al. “Practice Makes Proficient: Teaching Undergraduate Students to Understand Published
Research.” Instructional Science, vol. 46, no. 6, Dec. 2018, pp. 921–46. Education Research Complete,
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direct=true&AuthType=ip,uid&db=ehh&AN=133140902&site=ehost-live&scope=site
A concrete example of how to teach disciplinary literacy. Students were taught how to read scholarly articles for a psychology class, using a specific method for analyzing articles repeatedly throughout the semester. Comprehension was compared to students who were not given the same level of instruction and repetition.
Ritchey, K. A., and A. List. “Task-Oriented Reading: A Framework for Improving College Students’ Reading Compliance and
Comprehension." College Teaching, May 2021, pp. 1–16. doi:10.1080/87567555.2021.1924607.
Provides a rationale (including an overview of the literature on reading instruction) and description of the authors’ approach to supporting reading. Approach can be applied across disciplines.
Staudinger, Alison. “Reading Deeply for Disciplinary Awareness and Political Judgment.” Teaching & Learning Inquiry, vol. 5, no. 1, Jan.
2017. Professional Development Collection, https://ezproxy.lib.uwm.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,uid&db=tfh&AN=124346916&site=ehost-live&scope=site
Gives some specific strategies that are applied within a particular course but that could be applied in other disciplines. An example of modeling is provided.
Theriault, Jennifer C., et al. “The Continued Need for Strategy Investigations: College Readers’ Use of PILLAR.” Journal of Adolescent &
Adult Literacy, vol. 62, no. 5, 2019, pp. 541–49. JSTOR, https://ezproxy.lib.uwm.edu/login?url=https://www.jstor.org/stable/48554907
Presents a study that measured the effectiveness of a generalizable reading strategy.
Tighe, Elizabeth L., et al. “In College, But Not Always Earning College Credit: Evidence-Based Instructional Strategies for Success
During--and Beyond--Developmental Courses.” American Educator, vol. 45, no. 1, Spring 2021, pp. 16–52. Education Research
Complete, https://ezproxy.lib.uwm.edu/login?