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Quality in Higher Education Volume 18, 2012 - Issue 2
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Articles

Reading in tertiary education: undergraduate student practices and attitudes

Diane Pecorari School of Language and Literature, Linnaeus University, Växjö, SwedenCorrespondence[email protected]
,
Philip Shaw English Department, Stockholm University, Stockholm, Sweden
,
Aileen Irvine School of Education, Edinburgh University, Edinburgh, UK
,
Hans Malmström Centre for Language and Communication, Chalmers University of Technology, Gothenburg, Sweden
&
Špela Mežek English Department, Stockholm University, Stockholm, Sweden
Pages 235-256 | Published online: 24 Aug 2012

Citations (16)

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Read on this site (5)

Michael P. A. Murphy, Andrea Phillipson & Andrew Leger. (2023) Split-Site Course Design: A Pilot Study on Integrating Traditional and Active Learning Classrooms. College Teaching 0:0, pages 1-11.
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Sabine Wollscheid, Berit Lødding & Per Olaf Aamodt. (2021) Prepared for higher education? Staff and student perceptions of academic literacy dimensions across disciplines. Quality in Higher Education 27:1, pages 20-39.
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Sally Baker, Bongi Bangeni, Rachel Burke & Aditi Hunma. (2019) The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study. Higher Education Research & Development 38:1, pages 142-156.
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Karen Manarin. (2019) Why read?. Higher Education Research & Development 38:1, pages 11-23.
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Richard L. Isakson, Marné B. Isakson, Kenneth J. Plummer & Sara B. Chapman. (2016) Development and Validation of the Isakson Survey of Academic Reading Attitudes (ISARA). Journal of College Reading and Learning 46:2, pages 113-138.
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Articles from other publishers (11)

Franz Holzknecht, Elisa Guggenbichler, Matthias Zehentner, Monique Yoder, Eva Konrad & Benjamin Kremmel. (2022) Comparing EMI university reading materials with students’ reading proficiency. Journal of English-Medium Instruction 1:2, pages 180-203.
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Špela Mežek, Lisa McGrath, Raffaella Negretti & Jessica Berggren. (2021) Scaffolding L2 Academic Reading and Self‐Regulation Through Task and Feedback. TESOL Quarterly 56:1, pages 41-67.
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Sarah Pittaway & Michelle Malomo. (2021) ‘So, you want me to read for my degree?’: a Universal Design for Learning approach to reading. Insights the UKSG journal 34.
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Nicole Louise Busby. (2021) Words from where?. ITL - International Journal of Applied Linguistics 172:1, pages 58-84.
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Birna Arnbjörnsdóttir. 2020. Language Perceptions and Practices in Multilingual Universities. Language Perceptions and Practices in Multilingual Universities 245 265 .
Lieke Stoffelsma. (2018) Short-term gains, long-term losses? A diary study on literacy practices in Ghana. Journal of Research in Reading 41, pages S66-S84.
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Birna Arnbjörnsdóttir. 2018. Language Development across the Life Span. Language Development across the Life Span 143 162 .
Lisa McGrath, Jessica Berggren & Špela Mežek. (2016) Reading EAP: Investigating high proficiency L2 university students' strategy use through reading blogs. Journal of English for Academic Purposes 22, pages 152-164.
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Špela Mežek, Diane Pecorari, Philip Shaw, Aileen Irvine & Hans Malmström. (2015) Learning subject-specific L2 terminology: The effect of medium and order of exposure. English for Specific Purposes 38, pages 57-69.
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Philip Shaw. (2013) Adjusting practices to aims in integrated language learning and disciplinary learningParamètres de l’enseignement d’une matière par l’intégration d’une langue étrangère. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT:Vol. XXXII N° 3, pages 15-29.
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Deniz Erguvan. (2016) Studentss Attitudes Towards Extensive and Intensive Reading and Instructorss Motivational Strategies. SSRN Electronic Journal.
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