University Presentation Showcase: Undergraduate Division
Critical Reading: What Do Students Think They Do?
Presenter Hometown
Belfry, KY
Major
Psychology
Department
Psychology
Degree
Undergraduate
Mentor
Sara Incera
Mentor Department
Psychology
Recommended Citation
Hairston-Dotson, Kendall R. Ms, "Critical Reading: What Do Students Think They Do?" (2021). University Presentation Showcase Event. 11.
https://encompass.eku.edu/swps/2021/undergraduate/11
Abstract
Critical reading is a skill that requires readers to actively engage with the text. Previous research has shown undergraduate students use different reading behaviors when studying for their classes. The goal of the present study is to investigate which skills undergraduate students (1) consider most useful, (2) are taught more often, and (3) use most often when studying for their classes. We collected data from 70 EKU undergraduate students. Participants responded to a survey rating the usefulness of several critical reading skills, how often those skills are taught in their courses, and how often they use them when studying for their courses. First, students considered more complex reading skills (e.g., Applying, Questioning) as more useful than less complex reading skills (e.g., Skimming, Reviewing). Second, students reported being taught more complex reading skills (e.g., Applying, Questioning) more often than less complex reading skills (e.g., Skimming, Reviewing). Third, students reported using the complex reading skill “Questioning” more often than other skills. However, the second most common skill used was “Skimming”, one of the simpler skills. Even though students themselves rated skimming as less useful and reported they have been taught how to skim less often, they still used skimming very often when studying for their classes. Knowing what is most useful does not necessarily translate in students using those skills more often. To help students improve their critical reading skills, faculty need to think of creative ways to encourage students to engage in complex critical reading skills that can move their thinking forward.
Presentation format
Poster
Critical Reading: What Do Students Think They Do?
Critical reading is a skill that requires readers to actively engage with the text. Previous research has shown undergraduate students use different reading behaviors when studying for their classes. The goal of the present study is to investigate which skills undergraduate students (1) consider most useful, (2) are taught more often, and (3) use most often when studying for their classes. We collected data from 70 EKU undergraduate students. Participants responded to a survey rating the usefulness of several critical reading skills, how often those skills are taught in their courses, and how often they use them when studying for their courses. First, students considered more complex reading skills (e.g., Applying, Questioning) as more useful than less complex reading skills (e.g., Skimming, Reviewing). Second, students reported being taught more complex reading skills (e.g., Applying, Questioning) more often than less complex reading skills (e.g., Skimming, Reviewing). Third, students reported using the complex reading skill “Questioning” more often than other skills. However, the second most common skill used was “Skimming”, one of the simpler skills. Even though students themselves rated skimming as less useful and reported they have been taught how to skim less often, they still used skimming very often when studying for their classes. Knowing what is most useful does not necessarily translate in students using those skills more often. To help students improve their critical reading skills, faculty need to think of creative ways to encourage students to engage in complex critical reading skills that can move their thinking forward.
