Graduate Student Completion and Comprehension of Assigned Readings: A SoTL Project
This project examined the effectiveness of two reading strategies for graduate speech-language 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, alternatin...
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| Format: | Article |
| Language: | English |
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University of Calgary
2025-05-01
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| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
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| Online Access: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/79419 |
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| author | Patrick Walden Brittany Khan |
| author_facet | Patrick Walden Brittany Khan |
| author_sort | Patrick Walden |
| collection | DOAJ |
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This project examined the effectiveness of two reading strategies for graduate speech-language 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.
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| format | Article |
| id | doaj-art-2b30340bb8664dc78f251f0de80fd2be |
| institution | OA Journals |
| issn | 2167-4779 2167-4787 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | University of Calgary |
| record_format | Article |
| series | Teaching & Learning Inquiry: The ISSOTL Journal |
| spelling | doaj-art-2b30340bb8664dc78f251f0de80fd2be2025-08-20T02:00:59ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872025-05-011310.20343/teachlearninqu.13.24Graduate Student Completion and Comprehension of Assigned Readings: A SoTL ProjectPatrick Walden0https://orcid.org/0000-0003-4477-7359Brittany Khan1https://orcid.org/0009-0002-0784-4719Monmouth UniversityMonmouth University This project examined the effectiveness of two reading strategies for graduate speech-language 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. https://journalhosting.ucalgary.ca/index.php/TLI/article/view/79419literacycollege readinghigher educationgraduate educationspeech-language pathology |
| spellingShingle | Patrick Walden Brittany Khan Graduate Student Completion and Comprehension of Assigned Readings: A SoTL Project Teaching & Learning Inquiry: The ISSOTL Journal literacy college reading higher education graduate education speech-language pathology |
| title | Graduate Student Completion and Comprehension of Assigned Readings: A SoTL Project |
| title_full | Graduate Student Completion and Comprehension of Assigned Readings: A SoTL Project |
| title_fullStr | Graduate Student Completion and Comprehension of Assigned Readings: A SoTL Project |
| title_full_unstemmed | Graduate Student Completion and Comprehension of Assigned Readings: A SoTL Project |
| title_short | Graduate Student Completion and Comprehension of Assigned Readings: A SoTL Project |
| title_sort | graduate student completion and comprehension of assigned readings a sotl project |
| topic | literacy college reading higher education graduate education speech-language pathology |
| url | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/79419 |
| work_keys_str_mv | AT patrickwalden graduatestudentcompletionandcomprehensionofassignedreadingsasotlproject AT brittanykhan graduatestudentcompletionandcomprehensionofassignedreadingsasotlproject |