Digital Object Identifier
10.18870/hlrc.v15i2.1626
ORCID
0000-0001-5998-9683
Abstract
Objectives: Collaborative reading of research articles is essential for graduate students to develop academic reading skills through peer engagement in knowledge sharing, reflection, and feedback. However, limited information exists about the behaviors indicative of co-reading practices. This study aims to identify behavioral indicators and social participation in students’ co-reading of research articles.
Methods: In this study, we integrated key behavioral indicators of co-reading based on data from interviews with 23 graduate students and a rapid scoping review. The collected data were then subjected to content analysis and data visualization.
Results: The findings categorize individuals involved in co-reading into six groups: peers, senior or junior colleagues, institutional peers, peers from other institutions, lecturers, and researchers or academics. Social participation in reading encompasses three forms. The first involves exchanging, which includes discussing or conversing about the reading content, answering questions related to the reading material, and providing additional information. The second focuses on providing assistance, which encompasses advising or offering guidance on reading, sharing knowledge or techniques for effective reading, and encouraging or monitoring the reading process. The third entails critiquing or providing feedback, which involves analyzing or evaluating the content, verifying or adjusting understanding, and offering additional suggestions. Co-reading behaviors fall into two broad categories that involve interaction with both content and peers. Reading acts include emphasizing key content, analyzing, evaluating, synthesizing knowledge, and providing additional information. Socializing acts involve discussing reading material, seeking help, providing assistance, monitoring progress, and expressing emotions and reactions.
Implications: These insights offer a comprehensive understanding of co-reading behaviors among graduate students, supporting educators, and researchers in enhancing co-reading practices and promoting effective collaborative learning in academic settings.
Recommended Citation
Sudla, W.,
&
Kaemkate, W.
(2025).
Synthesizing Co-Reading Behaviors: Insights from Graduate Students’ Experience and a Rapid Scoping Review.
Higher Learning Research Communications, 15 (2).
DOI:10.18870/hlrc.v15i2.1626
Included in
Applied Behavior Analysis Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Other Education Commons, Social Psychology and Interaction Commons
