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Updated: Jul 13, 2025

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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Commentary: Making Space for Reading as a Faculty Member.

Theresa L Charrois1, Kristin J Janke2, Jordan R Covvey3

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This summary is machine-generated.

Academic faculty often prioritize writing over reading. This commentary explores educators' relationships with academic reading, suggesting strategies to integrate this vital practice into professional lives for enhanced scholarship.

Keywords:
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Area of Science:

  • Educational Practice
  • Academic Development
  • Scholarly Habits

Background:

  • Academia heavily emphasizes scholarly writing.
  • Academic reading often receives less attention in faculty work-life balance.
  • Understanding the faculty-reading relationship is crucial for professional growth.

Purpose of the Study:

  • To explore the complex relationship between educators and academic reading.
  • To identify supportive habits for consistent academic reading.
  • To offer reflections and recommendations for integrating reading into professional lives.

Main Methods:

  • The authors utilized a reflexivity exercise.
  • Personal motivations, emotions, and experiences related to reading were discussed.
  • Career-stage influences on reading habits were considered.

Main Results:

  • Academic reading is often undervalued compared to writing.
  • Faculty experiences and emotions surrounding reading vary across careers.
  • Creating dedicated time and space for reading is essential.

Conclusions:

  • Prioritizing academic reading is vital for faculty development and scholarly engagement.
  • Integrating reading habits requires conscious effort and strategic planning.
  • Recommendations are provided to foster a more robust reading culture in academia.