Speaker
Abstract section 4: Outcomes/results
The findings indicate that structured reading strategies and purposeful classroom integration of assigned readings significantly improved students’ engagement with course materials. Students demonstrated increased motivation, stronger comprehension, and greater accountability for completing assigned texts. The study also highlights how creating supportive learning conditions and giving students a sense of ownership over the reading process can foster consistent reading habits. Participants of this presentation will gain practical insights into implementing rhetorical reading strategies, designing reading-centered classroom activities, and motivating students to engage more actively with academic reading assignments.
Abstract section 3: Content/method
This study employs an exploratory action research design conducted in a pre-service English teacher education program. Data were collected through student surveys, classroom observations, and reflective teaching practices to identify barriers to reading compliance. Based on the findings, several pedagogical interventions were implemented, including the use of rhetorical reading strategies and restructuring class time to integrate reading-focused activities. These interventions aimed to develop students’ academic reading skills and encourage greater engagement with assigned texts.
Abstract section 5: References
Hoeft, Mary E. (2012) "Why University Students Don't Read: What Professors Can Do To Increase Compliance," International Journal for the Scholarship of Teaching and Learning: Vol. 6: No. 2, Article 12. Available at: https://doi.org/10.20429/ijsotl.2012.060212
Starcher, K., & Proffitt, D. (2011). Encouraging students to read: What professors are (and aren’t) doing about it. International Journal of Teaching and Learning in Higher Education, 23(3), 396-407. Retrieved from http://www.isetl.org/ijtlhe/articleView.cfm?id=1057
Abstract section 2: Contribution/research questions
This exploratory action research investigates home-assigned reading in a pre-service English teacher education program. The study addresses the following questions: How do I feel about home-assigned reading? What do I do to support students’ reading? What do students and colleagues say about assigned reading? What do students want in reading texts? Which assigned readings do students complete?
Abstract section 1: Relevance
Home-assigned reading is a fundamental component of academic learning, particularly in teacher education programs where students are expected to engage critically with course materials. From the perspective of academic literacy and student engagement theories, regular reading supports deeper understanding and independent learning. However, research shows that many students fail to complete assigned readings. Studies by Starcher and Proffitt (2011) and Hoeft (2012) identify factors such as low motivation, comprehension difficulties, time constraints, and low perceived relevance of reading materials. Addressing this issue is important for improving teaching practice and developing pre-service teachers’ academic literacy and professional competence.
| Title | Home assigned reading? How to motivate students to read more |
|---|---|
| Teaching Context | College and university education |