Effects of reading strategies on reading behaviour and comprehension: implications for teaching study skills

Authors

  • Sarah J. White University of Leicester https://orcid.org/0000-0003-3943-7149
  • Shi Hui Wu University of Leicester
  • Fawziah S. Qahtani University of Leicester
  • Kayleigh L. Warrington Nottingham Trent University
  • Faye O. Balcombe University of Leicester
  • Kevin B. Paterson University of Leicester

DOI:

https://doi.org/10.47408/jldhe.vi25.970

Abstract

We summarised findings of our ESRC funded project “Revealing the Implications of Reading Strategy for Reading Behaviour and Comprehension”. The research employed eye-tracking methods, such that measures of when and where the eyes move reveal what is processed when during reading and skimming. Experiments that include manipulations of text characteristics help reveal how reading strategies affect comprehension of text. Our findings have important implications for teaching of reading strategy study skills. We are excited to engage those working in learning development to explore the implications of our findings for study skills teaching and to inform our programme of research.

Author Biographies

Sarah J. White, University of Leicester

Sarah White is a Professor of Experimental Psychology in the School of Psychology and Vision Sciences at the University of Leicester. Sarah’s research focuses on eye movement control during reading.

Shi Hui Wu, University of Leicester

Shi Hui Wu is a Research Associate in the School of Psychology and Vision Sciences at the University of Leicester. Shi Hui's research interests include language comprehension, production, and eye movement behaviour during reading.

Fawziah S. Qahtani, University of Leicester

Fawziah Qahtani is a PhD student in the School of Psychology and Vision Sciences at the University of Leicester. Fawziah's research focuses on effects of reading goals on sentence integration.

Kayleigh L. Warrington, Nottingham Trent University

Kayleigh Warrington is a lecturer in the School of Social Sciences at Nottingham Trent University. Kayleigh's research investigates the mechanisms underlying reading and language understanding.

Faye O. Balcombe, University of Leicester

Faye Balcombe is a PhD student in the School of Psychology and Vision Sciences at the University of Leicester. Faye's research focuses on eye movement behaviour during reading.

Kevin B. Paterson, University of Leicester

Kevin Paterson is a Professor of Experimental Psychology in the School of Psychology and Vision Sciences at the University of Leicester. Kevin's research focuses on the cognitive mechanisms involved in reading.

References

Rayner, K., Schotter, E.R., Masson, M.E.J., Potter, M.C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help? Psychological Science in the Public Interest, 17, 4-34. doi:10.1177/1529100615623267

Downloads

Published

28-10-2022

How to Cite

White, S. J. (2022) “Effects of reading strategies on reading behaviour and comprehension: implications for teaching study skills ”, Journal of Learning Development in Higher Education, (25). doi: 10.47408/jldhe.vi25.970.

Issue

No. 25 (2022): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).