More Than Words: PhD Students and Critical Reading

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Important Topics for Faculty Teaching Educational Research Courses

Abstract

PhD students need to read scholarly work. Many have strong reading comprehension, but some struggle with how to read critically. Five PhD students studied their reading behaviours for three-weeks, recording their purposes for reading and what they did as part of their reading. They then examined their reading processes in relation to Paul and Elder’s (2006) nine Intellectual Standards, such as clarity, accuracy, and logic. Finally, the students had a semi-structured discussion about the Standards and reading. Data were analyzed using concept coding and revealed the strong role these Standards play in reading processes. We assert that critical reading needs to be taught explicitly, and that the Intellectual Standards provide a meaningful pedagogical approach for supervisors to strengthen doctoral reading.

Authors

• Beverly Ann Fitzpatrick, Memorial University

• Mike Chong, Memorial University of Newfoundland

• Jim Tuff, Memorial University of Newfoundland

• Khalid Al Hariri, Memorial University of Newfoundland

• Sana Jamil, Memorial University of Newfoundland

• Taylor Stocks, Memorial University of Newfoundland