Reading Pedagogy

Reading is an active meaning-making process that is essential to research-based writing. Reading is also a skill developed over time that physically changes our brains (Wolf). Students practice reading in multiple ways throughout Stanford’s general education requirement, including COLLEGE and WAYS. In PWR courses, students explore the link between reading and writing. With AI tools claiming to “read” texts, instructors must be purposeful in their reading pedagogy in order to engage and support students. 

Explore multiple ways of reading

While students may assume that reading is simply decoding words, college-level reading moves beyond information extraction to reading analytically. Reading is a practice at the core of many disciplines. Clarifying the different ways students read in your class can support them in reading actively. The Ways of Reading handout provides an overview of different reading approaches. Each approach has core principles, essential questions, and reading strategies readers engage when reading this way. 

Clarify the purpose for reading 

Students often do not have a clear purpose for reading other than to complete the assignment. In contrast, scholars have greater metacognitive awareness of why they are reading and what they’re reading for (Horning). Support students in developing an awareness of their purpose for reading, especially as they transition to the independent reading required for the research project. Encourage students to articulate a clear and specific purpose for each reading (e.g., “understand the frequency and type of microaggressions” instead of “understand the findings”). Writing the purpose at the topic of the text and continually referencing it can remind students of their goals.  

Frame readings to support comprehension

Background knowledge plays a crucial role in reading comprehension. Students understand texts better when they have background knowledge about a topic (Smith et al.). Given PWR themes aim to introduce students to new topics and fields, students benefit from explicit framing of assigned class readings to support their comprehension. This framing should build on students’ prior knowledge, such as: explain relevant contextual or rhetorical information; introduce essential genre conventions; make connections to prior readings, classes, or students’ personal experiences; or define important terminology or jargon. This framing can be explained orally in the class before the reading assignment or be written as part of the assignment prompt.  

Develop annotation and note taking strategies

Taking notes while students read helps them make meaning of the text and leaves a trail for their future selves to see their understanding. Reading annotations and notes enable scholars to efficiently re-read and write about a source weeks, months, or even years later. However, students who lack a clear purpose for reading often struggle with note taking, only highlighting or taking notes on every single idea. Encourage students to try new annotation strategies, such as summarizing the main message, paraphrasing ideas, asking questions, writing down keywords, shifting from “what it says” to “what it does,” and then reflect on the affordances and constraints of different strategies. There are also strategies to help students navigate annotating digital sources (images, podcasts, videos) and select the correct digital annotation tool. Collaborative annotation tools can model new annotation strategies and facilitate reflection as a class.  

Build stamina and monitoring comprehension  

Deep, sustained reading is difficult, especially if students haven’t practiced it regularly. The same strategies that support writing productivity can also support reading: scheduling reading time, starting with short time blocks to build stamina, and limiting technological distractions. Encourage students to monitor their reading comprehension (when they are “reading” without understanding or taking in what was read). When possible, try to destigmatize re-reading as a routine part of college-level reading, not a sign of incompetence. Students may benefit from additional support when re-reading independently isn’t enough to improve comprehension (i.e., consult a summary or abstract, talk to a peer, come to office hours, work with a Hume Tutor or Academic Coach). 

Reflect on reading

Just like writing, students benefit from regular reflection on their ways, purposes, and strategies for reading. Some areas students may reflect on include: the process of reading a text and the strategies they used (Carillo); a difficult quote/passage/idea and how they worked through this difficulty (Salvatori); and the way text modality (paper versus digital) impacts their reading strategies (Cohn). Reflecting on reading provides students with a foundation for many of the ways they’ll be asked to read throughout college and supports the development of the metacognitive awareness needed for transfer to different courses and contexts.