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Many new graduate students find themselves assigned much more reading than they ever had to do in their previous schooling. In some fields, the amount might be similar, but the type and difficulty may increase significantly. One of the best ways to be successful in graduate school, both in terms of doing well in coursework and in terms of preparing yourself to be a scholar, is to learn to read strategically.

Reading for Classes

When you read for your classes, your professors may assign you more reading than they actually expect you to complete, at least word-for-word. Typically this will include both material from textbooks or scholarly monographs and articles from scholarly journals. In American academic contexts, these texts are usually organized in a fairly consistent structure, with the main ideas frontloaded in the introduction and backloaded in the conclusion. Rather than expecting you to read the entire article cover to cover, for instance, most professors read articles by reading the abstract and introduction, reading the discussion, and then looking for important information in the middle sections (literature review, methods, results). This may vary somewhat by field, but in general scholars do not read texts linearly; instead, they read strategically, looking first for main ideas and then looking for information that would support or refute those main ideas in the middle sections. You can use these same strategies when you read texts for coursework, so that you can cover more ground in a reasonable time and so that you can glean the most out of the texts as you take notes in preparation for class.

Part of doing reading for class is gaining an understanding of the scholarly conversations in your field. One strategy you can use to make this easier for yourself is to make a list, database, or other chart that tracks the source of the readings (are they monographs from a particular press, are they articles from a particular journal or set of journals?) and the common sources in the bibliographies (which authors and texts appear regularly?). Over time, this information will help you find the journals and presses you like to read from, and will help give you an idea of which texts and authors are foundational for your field or research area (and which you therefore need to perhaps read more carefully). This is not to say that texts from other authors, journals, or presses are not valuable; it can be just as revealing to ask yourself why these common publication venues and authors are so often used, and what gaps in the literature are not addressed by these common texts.

Reading for Research

Becoming a scholar in a particular field usually means having a good grasp of the literature in the field. You don't need to read every journal, but scholars typically keep abreast of new research and know older research well in the areas where they work, plus adjacent areas that might speak to their work. For instance, a scholar in Technical and Professional Communication who researches rhetoric and communication in engineering settings might read titles and abstracts in the major journals in their field, but only read articles that have to do with engineering, engineering education, and workplace communication.

Reading for research follows a similar process to the strategic reading you might do for class (described above), but goes deeper on texts that are useful for your research topics. You might also write on these texts after reading in a more detailed way than your typical note-taking process; for texts that you might cite in your work, writing a short annotated bibliography entry may be more helpful for you later on than a set of notes.

One key strategy in reading for research is to identify what specifically about the text is useful for you. Is it the topic? The research questions? The approach, the methods? You can then focus your reading, note-taking, and writing more heavily in those areas.

It's also a good idea to start using a citation manager early and often when you read for research. A good citation management software can help you organize your resources, more easily find sources you already read and need to retrieve, and even track your own publications for easy retrieval.

Reading for Genre Mastery

Learning to write in the various genres required in graduate school and in academia often involves a great deal of reading examples. It's important to analyze examples systematically so that you can quickly understand what a genre asks you to do. Some key features to look for include:

• Sections/Organization — how is the document broken up? What goes in each area? 
• Rhetorical Moves — how does the author understand their audience, purpose, and context? What strategies do they use?
• Paragraphing — how long is the typical paragraph? What information do most paragraphs contain and how are they organized?
• Style — what does a typical sentence look like? What is the language and vocabulary like? 

The OWL has a vidcast and several handouts to help with genre analysis and reverse outlining here.

Increase Your Reading Speed and Comprehension

Almost all students have had some experience like the following: one professor assigned you 800 pages to read, and another assigned you 900 pages to read, both of which must be read by the next class on the same day. Besides the 1700 pages of reading assignments, both of those professors also assigned other homework, such as annotating the content of those 1700 pages. Now, you are left in a quandary because there is no way you can read every word on all 1700 pages and still get the rest of your assignments done.

Understand organization before you begin reading.

Review tables of content, abstracts, introductions, conclusions, and headings before you begin reading so that your brain can anticipate the information it will need to process (as opposed to forcing your brain to process information in the moment). Understand where important information is generally located in basic writing structures—at the beginning and end of chapters, paragraphs, and sentences—and review this information before you begin reading. Take the time to define any words that are new to you either in meaning or in use.

Identify your subvocalizations and internal speech.

Subvocalizations are the auditory sounds that we use to pronounce words, and internal speech is the subconscious images and senses we use to visualize what we are reading or hearing. Internal speech is often related to internal monologue. Subvocalizations and internal speech can sometimes help us understand difficult passages of text but can also slow us down when we are trying to read and comprehend quickly. To suppress your subvocalizations, you can practice counting out loud while reading. Once you have mastered this skill, you can allow your internal speech full reign by involving all your senses in imagining what you are reading. After you identify your internal speech by allowing it full reign while you are reading, you will be better able to suppress your internal speech and to recognize words as concepts without having to rely on visualizations to comprehend the concepts. Practice reading with and without subvocalizations and internal speech, and you will eventually be able to use or suppress those functions as needed.

Refocus your eye movements while reading.

Most people read by focusing their eyes on the left side of a page and fixing their eyes on every word from left to right as they read along. Some readers may move their eyes a little ahead or a little behind of the text they are currently reading to remember what they have already read or to anticipate what they will read next. This method of reading not only slows reading speed but also reduces reading comprehension because this method only engages one hemisphere of the brain at a time. To increase your reading speed and comprehension and to engage both hemispheres of your brain, you should focus your eye on the middle of a line of text and use your peripheral vision to anticipate words at the beginning or end of a line of text; only refocus your eyes on the beginning or end of a line of text if the actual words do not match what you anticipate based on the text in the middle of the line. If this seems difficult at first, you can use a visual guide or pointer (e.g., a notecard, your finger, a pencil) to help you maintain focus on the middle of the line of text. Instead of moving the visual guide or pointer from left to right, move it up and down, constantly positioning it in the middle of a line of text.

Practice speed reading.

How does one learn to read fast? As with any newly learned skill, practice is necessary to break old habits. For most students, speed reading is a new technique that will seem awkward at first. Set aside time each day to practice power reading, even if you must practice with the newspaper that you read over coffee every morning. Determine how many words are in a particular selection of text, and see how many of those words you can read in a given number of minutes. Practice reading that selection of text until you can reduce the number of minutes it takes for you to read the entire selection. You can even use a metronome to help you read at a steady speed.

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Self-Efficacy and Metacognitive Strategy Use in Reading Comprehension: EFL Learners’ Perspectives

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• Published: 28 March 2023
• Volume 33 , pages 219–227, ( 2024 )

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• Tadele Muche   ORCID: orcid.org/0000-0001-8651-9759 1 ,
• Birhanu Simegn 1 &
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A review of the literature on second language learning indicates scanty skill-specific research related to efficacy beliefs and metacognitive strategy use, particularly in students’ English reading skills. This study, thus, investigated the influence of metacognitive strategies use and self-efficacy beliefs on EFL reading comprehension of 150 learners enrolled in three randomly-selected government high schools in Ethiopia. The study findings revealed that the participants used metacognitive reading strategies and self-efficacy at a moderate level, and problem-solving strategies were the most frequently utilized strategies when compared to global and support reading strategies. In addition, a significant positive relationship was unveiled among all the variables. Moreover, the analysis showed that metacognitive reading strategy use and efficacy belief jointly account for significant variance in students’ reading comprehension performance with self-efficacy being the stronger predictor. However, gender disparity was not detected in strategy use and self-efficacy beliefs. Results are discussed vis-à-vis implications and future research.

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Muche, T., Simegn, B. & Shiferie, K. Self-Efficacy and Metacognitive Strategy Use in Reading Comprehension: EFL Learners’ Perspectives. Asia-Pacific Edu Res 33 , 219–227 (2024). https://doi.org/10.1007/s40299-023-00721-5

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Graduate Certificate Programs in Reading and Literacy – Campus and Online Programs

Updated: november 18, 2022.

Graduate certificate programs in reading and literacy provide individuals with in-depth knowledge of and skills in literacy development, reading comprehension and analysis, and English language instruction for both advanced and struggling readers across different grade levels. While some of these programs are available to students from any professional or academic background, the majority of graduate certificates in reading and literacy are designed for certified or licensed teachers who want to gain additional knowledge and credentialing in the areas of literacy instruction and cultivating reading comprehension.

Students of graduate certificate programs in reading and literacy can expect to take courses on the foundations of literacy, reading and literacy program assessment and improvement, methods for teaching and reinforcing reading comprehension, literary criticism and its relation to social justice and diversity, and methods for supporting both struggling and exceptional readers. In addition, these programs tend to incorporate discussion of learning technologies and how they can be leveraged to enhance students’ progress in literacy, reading comprehension, and mastery of both critical analysis and analytical writing.

Reading and Literacy Explained

Reading and literacy are core pillars of students’ education at all grade levels, from pre-kindergarten through undergraduate and graduate school. Teaching literacy and reading comprehension requires an ability to understand each student’s unique and complex needs as a learner, as well as training in both foundational and advanced pedagogical principles. Furthermore, with the advent of online learning technologies that supplement in-person classroom instruction, educators are in increasing need of training on how to incorporate new education technologies into their curricula to enhance students’ learning and literacy outcomes.

Graduate certificate programs in reading and literacy generally cover best practices in curriculum development and evaluation, student learning outcomes assessments, and identifying and addressing learning challenges and barriers. Educators who have completed a graduate certificate in reading and literacy can typically expect to gain in-depth and advanced knowledge of reading comprehension pedagogy, literary analysis methods, and teaching literacy and language arts within diverse sociocultural and socioeconomic contexts. In addition to working in the public and private school systems, such individuals may demonstrate qualifications for education-related roles in government, technology, and business/entrepreneurship.

Identifying and Classifying Graduate Certificate Programs in Reading and Literacy

Graduate certificate programs in reading and literacy are typically offered through schools and departments of education and/or teaching and learning at accredited colleges and universities, though some programs may be offered through a teacher’s college or a school of professional studies or continuing education. Graduate certificate programs in reading and literacy are distinct from professional teacher’s certification and/or licensure — while the former are academic programs that confer graduate course credits (which can typically be applied to a full graduate degree in the future if the student wishes), the latter are generally state government-granted credentials that teachers and instructors obtain by taking and passing an examination.

Furthermore, graduate certificate programs in reading and literacy differ from professional preparation courses designed for teachers interested in professional certification in reading and literacy. Several states offer supplemental credentials in reading and literacy for teachers — for example, California’s Department of Education offers a Reading and Literacy Added Authorization (RLAA), while Virginia offers a Reading Specialist Certification, both of which require candidates to complete professional training and pass a specialized examination. These additional authorizations or certifications require candidates to complete specific course content that may or may not be covered as part of a graduate certificate program.

Some colleges and universities that provide graduate certificate programs in reading and literacy offer an option for students to also qualify to sit for an additional professional credentialing examination; however, not all graduate certificate programs offer this option. In addition, schools have also begun to offer programs specifically for teachers interested in these supplemental credentials. These programs generally consist of fewer course credits than graduate certificate programs in reading and literacy, as they are more targeted in nature. Therefore, prospective students should review graduate certificate programs carefully to ensure they select programs that best meet their career goals.

Reading and Literacy Graduate Certificate Coursework

Graduate certificate programs in reading and literacy are typically comprised of 12-18 course credits, though some programs may consist of 25-30 credits, depending on the school’s credit system and academic calendar. Specific course content and sequencing vary by program, with some programs consisting solely of coursework while others include a required practicum experience or a portfolio submission. In addition, while some programs feature a set curriculum of courses that all students must take, other programs may allow students to choose from a menu of courses in reading and literacy to fulfill the credit requirements.

Examples of courses that a reading and literacy graduate certificate program may offer include, but are not limited to:

• Principles of Literary Instruction in the Classroom
• Fundamental Reading Methods
• Curriculum Development and Supervision for Literacy
• Support for English Language Learners
• Advanced Literacy Methods
• Literacy, Diversity, and Social Justice
• Interventions for Literacy Challenges
• Analyzing and Addressing Literacy Difficulties
• Classroom Community-Building Around Literacy

Online Reading and Literacy Graduate Certificate Programs

Many graduate certificate programs in reading and literacy are designed with the working professional in mind. As a result, most of these programs have classes that are offered in the evenings, and/or are delivered online for maximum scheduling and geographical flexibility. In addition to allowing students to attend classes and complete course requirements from anywhere as long as they have an internet connection and computer, online graduate certificate programs in reading and literacy give students who live in rural areas that are far from a university more options for pursuing graduate education. Instead of commuting to campus or relocating to attend an in-person program in their desired area of specialization, online students can now select from a broader variety of programs in reading and literacy, without disrupting their personal or professional lives.

Online graduate certificate programs in reading and literacy use learning management systems (LMSs) to deliver course lectures and modules, and to facilitate communications between students and their instructors. LMSs are online portals that allow students to attend lectures asynchronously and/or synchronously, complete homework, sit for virtual examinations, and participate in virtual discussion boards. LMSs also typically have video communication capabilities for when instructors and/or students want to meet and discuss course concepts or projects in real-time.

All online graduate certificate programs in reading and literacy utilize asynchronous instruction. Asynchronous course content is defined as the lectures, assignments, and discussions that students can access and complete on their own time, as long as they meet key assignment deadlines. Programs that use primarily or exclusively asynchronous instruction are well-suited for students who manage their time well and who want maximum scheduling flexibility when it comes to their graduate studies.

Some, but not all, online graduate certificate programs employ synchronous instruction. Synchronous instruction consists of all course components that are delivered in real-time, and which require students to log onto their LMS at specific times during the week or on the weekend. Examples of synchronous instruction include live video lectures, group projects that require students to meet online at a set time, video breakout discussion sessions, and examinations that all students must take simultaneously. Synchronous instruction is inherently more structured than asynchronous instruction, and can therefore be quite helpful to students who want an educational experience that more closely resembles the traditional, on-campus experience. However, synchronous instruction also necessitates that students designate specific times each week for their coursework, which can be challenging for some professionals.

Prospective students of graduate certificate programs in reading and literacy should consult admissions staff at their programs of interest, and evaluate their own learning preferences and scheduling commitments, in order to identify programs that offer an instruction method that best fits their professional and personal lives.

Examples of Online Graduate Certificate Programs in Reading and Literacy

Each of the online graduate certificate programs in reading and literacy that are described below are offered at accredited institutions of higher education. These program descriptions are intended for informational purposes only, and are not representative of all the graduate certificate programs available in this discipline.

Ball State University offers an online Graduate Certificate in Literacy Instruction that also has an Add-On License in Reading option, where students can take an examination to earn a teaching license for reading instruction. This program is comprised of 15 course credits, divided across five classes. Courses in this program cover reading instruction at the elementary level, integrating technology into literacy instruction, current trends and issues in literacy, supervision of a school reading program, reading diagnoses in the classroom, and advanced language arts teaching methodologies. For more information about this program, please visit Ball State University at www.bsu.edu .

The University of Kansas (KU) offers an online Graduate Certificate in Reading Education through its School of Education & Human Sciences. This program is comprised of 18 credit hours, spread across six courses. Each course takes eight weeks to complete, and students can finish the entire program in as few as 8-10 months. The courses in this program cover the foundations of reading theory, processes, and instructional practices; the English language learner; emergent literacy; supporting striving leaders; writing and spelling development and instruction; and reading comprehension study strategies. This program’s curriculum was designed according to the International Literacy Association’s Standards for Reading Professionals. To learn more about this program, please visit KU at educationonline.ku.edu .

Eastern Washington University offers an online Graduate Certificate in Literacy that is designed for certified K-12 teachers who want to hone their expertise in reading and literacy pedagogy. This program is comprised of 30 credit hours, and can be completed in as few as 10 months of full-time study. Students of this program take courses on literature-based teaching, advanced reading methods, reading inquiry, critical and social literacy, instructional foundations and interventions for students with literacy difficulties, and advanced literary methods. They are also required to complete an internship and submit a portfolio with a reflective essay. For more information about this program, please visit Eastern Washington University at online.ewu.edu .

More Graduate Certificates in Reading and Literacy

Additional graduate certificates in education.

• Graduate Certificate in Autism Spectrum Disorders
• Graduate Certificate in Gifted Education
• Graduate Certificate in Higher Education Administration
• Graduate Certificate in Special Education
• Graduate Certificate in Sports Leadership
• Graduate Certificate in Teacher and School Leadership (PK-12)
• Postgraduate Certificate in K-12 Educational Administration

• Education & Teaching
• Schools & Teaching

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More Visualization Skills for Reading Comprehension Paperback – June 16, 2020

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Visualizing is our ability to create mental pictures in our heads based on the text we read or the words we hear. It is one of the key skills required for reading comprehension.

Students who visualize as they read not only have a richer reading experience but can recall what they have read for longer periods of time.

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• Language English
• Publication date June 16, 2020
• Dimensions 6 x 0.28 x 9 inches
• ISBN-10 198950518X
• ISBN-13 978-1989505182
• See all details

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Product details

• Publisher ‏ : ‎ Happy Frog Press (June 16, 2020)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 124 pages
• ISBN-10 ‏ : ‎ 198950518X
• ISBN-13 ‏ : ‎ 978-1989505182
• Item Weight ‏ : ‎ 6.2 ounces
• Dimensions ‏ : ‎ 6 x 0.28 x 9 inches
• #298 in Audiology & Speech Pathology (Books)
• #329 in Communicative Disorders in Special Ed. (Books)

About the author

Janine toole phd.

Dr Janine Toole is the founder of Happy Frog Apps and Happy Frog Press, creators of high-quality resources for elementary-aged children with autism and other social/language challenges.

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