View in EDS

Graduate Student Completion and Comprehension of Assigned Readings: A SoTL Project

Saved in:
Bibliographic Details
Title: Graduate Student Completion and Comprehension of Assigned Readings: A SoTL Project
Language: English
Authors: Patrick R. Walden, Brittany Khan
Source: Teaching & Learning Inquiry. 2025 13.
Availability: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Reading Strategies, Reading Comprehension, Reading Assignments, Speech Language Pathology, Allied Health Occupations Education, Student Attitudes, Reading Attitudes, Barriers, Time Management, Difficulty Level, Prereading Experience, Documentation, Peer Teaching, Questioning Techniques, Cooperative Learning
ISSN: 2167-4779
2167-4787
Abstract: This project examined the effectiveness of two reading strategies for graduate speechlanguage pathology students: peer-guided questioning using social annotation and individual reading with general instructor guidance. Thirty-six students were randomly assigned to one of the strategies, alternating for four assignments. Comprehension quizzes and self-reported reading completion were assessed. Additionally, student attitudes toward assigned readings were explored pre- and post-project, along with barriers and facilitators to reading comprehension. Results showed no significant difference between the strategies in improving comprehension or the amount of reading completed. Reported barriers to reading included time constraints and complex texts, while suggested facilitators involved pre-reading preparation and vocabulary instruction. Although neither strategy proved superior, the study highlights potential instructor-led approaches to enhance student engagement and comprehension with assigned readings, such as addressing barriers and implementing facilitators. Reflection on unexamined assumptions for this project was presented.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477853
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1477853
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1477853
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Graduate Student Completion and Comprehension of Assigned Readings: A SoTL Project
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Patrick+R%2E+Walden%22">Patrick R. Walden</searchLink><br /><searchLink fieldCode="AR" term="%22Brittany+Khan%22">Brittany Khan</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Teaching+%26+Learning+Inquiry%22"><i>Teaching & Learning Inquiry</i></searchLink>. 2025 13.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Assignments%22">Reading Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Attitudes%22">Reading Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Prereading+Experience%22">Prereading Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2167-4779<br />2167-4787
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This project examined the effectiveness of two reading strategies for graduate speechlanguage pathology students: peer-guided questioning using social annotation and individual reading with general instructor guidance. Thirty-six students were randomly assigned to one of the strategies, alternating for four assignments. Comprehension quizzes and self-reported reading completion were assessed. Additionally, student attitudes toward assigned readings were explored pre- and post-project, along with barriers and facilitators to reading comprehension. Results showed no significant difference between the strategies in improving comprehension or the amount of reading completed. Reported barriers to reading included time constraints and complex texts, while suggested facilitators involved pre-reading preparation and vocabulary instruction. Although neither strategy proved superior, the study highlights potential instructor-led approaches to enhance student engagement and comprehension with assigned readings, such as addressing barriers and implementing facilitators. Reflection on unexamined assumptions for this project was presented.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1477853
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1477853
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Assignments
        Type: general
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Allied Health Occupations Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Reading Attitudes
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Prereading Experience
        Type: general
      – SubjectFull: Documentation
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
    Titles:
      – TitleFull: Graduate Student Completion and Comprehension of Assigned Readings: A SoTL Project
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Patrick R. Walden
      – PersonEntity:
          Name:
            NameFull: Brittany Khan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2167-4779
            – Type: issn-electronic
              Value: 2167-4787
          Numbering:
            – Type: volume
              Value: 13
          Titles:
            – TitleFull: Teaching & Learning Inquiry
              Type: main
ResultId 1