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Organizing Your Social Sciences Research Paper

• Reading Research Effectively
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
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• Bibliography

Reading a Scholarly Article or Research Paper

Identifying a research problem to investigate requires a preliminary search for and critical review of the literature in order to gain an understanding about how scholars have examined a topic. Scholars rarely structure research studies in a way that can be followed like a story; they are complex and detail-intensive and often written in a descriptive and conclusive narrative form. However, in the social and behavioral sciences, journal articles and stand-alone research reports are generally organized in a consistent format that makes it easier to compare and contrast studies and to interpret their contents.

General Reading Strategies

W hen you first read an article or research paper, focus on asking specific questions about each section. This strategy can help with overall comprehension and with understanding how the content relates [or does not relate] to the problem you want to investigate. As you review more and more studies, the process of understanding and critically evaluating the research will become easier because the content of what you review will begin to coalescence around common themes and patterns of analysis. Below are recommendations on how to read each section of a research paper effectively. Note that the sections to read are out of order from how you will find them organized in a journal article or research paper.

1.  Abstract

The abstract summarizes the background, methods, results, discussion, and conclusions of a scholarly article or research paper. Use the abstract to filter out sources that may have appeared useful when you began searching for information but, in reality, are not relevant. Questions to consider when reading the abstract are:

• Is this study related to my question or area of research?
• What is this study about and why is it being done ?
• What is the working hypothesis or underlying thesis?
• What is the primary finding of the study?
• Are there words or terminology that I can use to either narrow or broaden the parameters of my search for more information?

2.  Introduction

If, after reading the abstract, you believe the paper may be useful, focus on examining the research problem and identifying the questions the author is trying to address. This information is usually located within the first few paragraphs of the introduction or in the concluding paragraph. Look for information about how and in what way this relates to what you are investigating. In addition to the research problem, the introduction should provide the main argument and theoretical framework of the study and, in the last paragraphs of the introduction, describe what the author(s) intend to accomplish. Questions to consider when reading the introduction include:

• What is this study trying to prove or disprove?
• What is the author(s) trying to test or demonstrate?
• What do we already know about this topic and what gaps does this study try to fill or contribute a new understanding to the research problem?
• Why should I care about what is being investigated?
• Will this study tell me anything new related to the research problem I am investigating?

3.  Literature Review

The literature review describes and critically evaluates what is already known about a topic. Read the literature review to obtain a big picture perspective about how the topic has been studied and to begin the process of seeing where your potential study fits within the domain of prior research. Questions to consider when reading the literature review include:

• W hat other research has been conducted about this topic and what are the main themes that have emerged?
• What does prior research reveal about what is already known about the topic and what remains to be discovered?
• What have been the most important past findings about the research problem?
• How has prior research led the author(s) to conduct this particular study?
• Is there any prior research that is unique or groundbreaking?
• Are there any studies I could use as a model for designing and organizing my own study?

4.  Discussion/Conclusion

The discussion and conclusion are usually the last two sections of text in a scholarly article or research report. They reveal how the author(s) interpreted the findings of their research and presented recommendations or courses of action based on those findings. Often in the conclusion, the author(s) highlight recommendations for further research that can be used to develop your own study. Questions to consider when reading the discussion and conclusion sections include:

• What is the overall meaning of the study and why is this important? [i.e., how have the author(s) addressed the " So What? " question].
• What do you find to be the most important ways that the findings have been interpreted?
• What are the weaknesses in their argument?
• Do you believe conclusions about the significance of the study and its findings are valid?
• What limitations of the study do the author(s) describe and how might this help formulate my own research?
• Does the conclusion contain any recommendations for future research?

5.  Methods/Methodology

The methods section describes the materials, techniques, and procedures for gathering information used to examine the research problem. If what you have read so far closely supports your understanding of the topic, then move on to examining how the author(s) gathered information during the research process. Questions to consider when reading the methods section include:

• Did the study use qualitative [based on interviews, observations, content analysis], quantitative [based on statistical analysis], or a mixed-methods approach to examining the research problem?
• What was the type of information or data used?
• Could this method of analysis be repeated and can I adopt the same approach?
• Is enough information available to repeat the study or should new data be found to expand or improve understanding of the research problem?

6.  Results

After reading the above sections, you should have a clear understanding of the general findings of the study. Therefore, read the results section to identify how key findings were discussed in relation to the research problem. If any non-textual elements [e.g., graphs, charts, tables, etc.] are confusing, focus on the explanations about them in the text. Questions to consider when reading the results section include:

• W hat did the author(s) find and how did they find it?
• Does the author(s) highlight any findings as most significant?
• Are the results presented in a factual and unbiased way?
• Does the analysis of results in the discussion section agree with how the results are presented?
• Is all the data present and did the author(s) adequately address gaps?
• What conclusions do you formulate from this data and does it match with the author's conclusions?

7.  References

The references list the sources used by the author(s) to document what prior research and information was used when conducting the study. After reviewing the article or research paper, use the references to identify additional sources of information on the topic and to examine critically how these sources supported the overall research agenda. Questions to consider when reading the references include:

• Do the sources cited by the author(s) reflect a diversity of disciplinary viewpoints, i.e., are the sources all from a particular field of study or do the sources reflect multiple areas of study?
• Are there any unique or interesting sources that could be incorporated into my study?
• What other authors are respected in this field, i.e., who has multiple works cited or is cited most often by others?
• What other research should I review to clarify any remaining issues or that I need more information about?

NOTE:   A final strategy in reviewing research is to copy and paste the title of the source [journal article, book, research report] into Google Scholar . If it appears, look for a "cited by" followed by a hyperlinked number [e.g., Cited by 45]. This number indicates how many times the study has been subsequently cited in other, more recently published works. This strategy, known as citation tracking, can be an effective means of expanding your review of pertinent literature based on a study you have found useful and how scholars have cited it. The same strategies described above can be applied to reading articles you find in the list of cited by references.

Reading Tip

Specific Reading Strategies

Effectively reading scholarly research is an acquired skill that involves attention to detail and an ability to comprehend complex ideas, data, and theoretical concepts in a way that applies logically to the research problem you are investigating. Here are some specific reading strategies to consider.

As You are Reading

• Focus on information that is most relevant to the research problem; skim over the other parts.
• As noted above, read content out of order! This isn't a novel; you want to start with the spoiler to quickly assess the relevance of the study.
• Think critically about what you read and seek to build your own arguments; not everything may be entirely valid, examined effectively, or thoroughly investigated.
• Look up the definitions of unfamiliar words, concepts, or terminology. A good scholarly source is Credo Reference .

Taking notes as you read will save time when you go back to examine your sources. Here are some suggestions:

• Mark or highlight important text as you read [e.g., you can use the highlight text  feature in a PDF document]
• Take notes in the margins [e.g., Adobe Reader offers pop-up sticky notes].
• Highlight important quotations; consider using different colors to differentiate between quotes and other types of important text.
• Summarize key points about the study at the end of the paper. To save time, these can be in the form of a concise bulleted list of statements [e.g., intro has provides historical background; lit review has important sources; good conclusions].

Write down thoughts that come to mind that may help clarify your understanding of the research problem. Here are some examples of questions to ask yourself:

• Do I understand all of the terminology and key concepts?
• Do I understand the parts of this study most relevant to my topic?
• What specific problem does the research address and why is it important?
• Are there any issues or perspectives the author(s) did not consider?
• Do I have any reason to question the validity or reliability of this research?
• How do the findings relate to my research interests and to other works which I have read?

Adapted from text originally created by Holly Burt, Behavioral Sciences Librarian, USC Libraries, April 2018.

Another Reading Tip

When is it Important to Read the Entire Article or Research Paper

Laubepin argues, "Very few articles in a field are so important that every word needs to be read carefully." However, this implies that some studies are worth reading carefully. As painful and time-consuming as it may seem, there are valid reasons for reading a study from beginning to end. Here are some examples:

• Studies Published Very Recently .  The author(s) of a recent, well written study will provide a survey of the most important or impactful prior research in the literature review section. This can establish an understanding of how scholars in the past addressed the research problem. In addition, the most recently published sources will highlight what is currently known and what gaps in understanding currently exist about a topic, usually in the form of the need for further research in the conclusion .
• Surveys of the Research Problem .  Some papers provide a comprehensive analytical overview of the research problem. Reading this type of study can help you understand underlying issues and discover why scholars have chosen to investigate the topic. This is particularly important if the study was published very recently because the author(s) should cite all or most of the key prior research on the topic. Note that, if it is a long-standing problem, there may be studies that specifically review the literature to identify gaps that remain. These studies often include the word "review" in their title [e.g., Hügel, Stephan, and Anna R. Davies. "Public Participation, Engagement, and Climate Change Adaptation: A Review of the Research Literature." Wiley Interdisciplinary Reviews: Climate Change 11 (July-August 2020): https://doi.org/10.1002/ wcc.645].
• Highly Cited .  If you keep coming across the same citation to a study while you are reviewing the literature, this implies it was foundational in establishing an understanding of the research problem or the study had a significant impact within the literature [either positive or negative]. Carefully reading a highly cited source can help you understand how the topic emerged and how it motivated scholars to further investigate the problem. It also could be a study you need to cite as foundational in your own paper to demonstrate to the reader that you understand the roots of the problem.
• Historical Overview .  Knowing the historical background of a research problem may not be the focus of your analysis. Nevertheless, carefully reading a study that provides a thorough description and analysis of the history behind an event, issue, or phenomenon can add important context to understanding the topic and what aspect of the problem you may want to examine further.
• Innovative Methodological Design .  Some studies are significant and should be read in their entirety because the author(s) designed a unique or innovative approach to researching the problem. This may justify reading the entire study because it can motivate you to think creatively about pursuing an alternative or non-traditional approach to examining your topic of interest. These types of studies are generally easy to identify because they are often cited in others works because of their unique approach to investigating the research problem.
• Cross-disciplinary Approach .  R eviewing studies produced outside of your discipline is an essential component of investigating research problems in the social and behavioral sciences. Consider reading a study that was conducted by author(s) based in a different discipline [e.g., an anthropologist studying political cultures; a study of hiring practices in companies published in a sociology journal]. This approach can generate a new understanding or a unique perspective about the topic . If you are not sure how to search for studies published in a discipline outside of your major or of the course you are taking, contact a librarian for assistance.

Laubepin, Frederique. How to Read (and Understand) a Social Science Journal Article . Inter-University Consortium for Political and Social Research (ISPSR), 2013; Shon, Phillip Chong Ho. How to Read Journal Articles in the Social Sciences: A Very Practical Guide for Students . 2nd edition. Thousand Oaks, CA: Sage, 2015; Lockhart, Tara, and Mary Soliday. "The Critical Place of Reading in Writing Transfer (and Beyond): A Report of Student Experiences." Pedagogy 16 (2016): 23-37; Maguire, Moira, Ann Everitt Reynolds, and Brid Delahunt. "Reading to Be: The Role of Academic Reading in Emergent Academic and Professional Student Identities." Journal of University Teaching and Learning Practice 17 (2020): 5-12.

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How to read and understand a scientific paper

How to read and understand a scientific paper: a guide for non-scientists, london school of economics and political science, jennifer raff.

From vaccinations to climate change, getting science wrong has very real consequences. But journal articles, a primary way science is communicated in academia, are a different format to newspaper articles or blogs and require a level of skill and undoubtedly a greater amount of patience. Here  Jennifer Raff   has prepared a helpful guide for non-scientists on how to read a scientific paper. These steps and tips will be useful to anyone interested in the presentation of scientific findings and raise important points for scientists to consider with their own writing practice.

My post,  The truth about vaccinations: Your physician knows more than the University of Google  sparked a very lively discussion, with comments from several people trying to persuade me (and the other readers) that  their  paper disproved everything that I’d been saying. While I encourage you to go read the comments and contribute your own, here I want to focus on the much larger issue that this debate raised: what constitutes scientific authority?

It’s not just a fun academic problem. Getting the science wrong has very real consequences. For example, when a community doesn’t vaccinate children because they’re afraid of “toxins” and think that prayer (or diet, exercise, and “clean living”) is enough to prevent infection, outbreaks happen.

“Be skeptical. But when you get proof, accept proof.” –Michael Specter

What constitutes enough proof? Obviously everyone has a different answer to that question. But to form a truly educated opinion on a scientific subject, you need to become familiar with current research in that field. And to do that, you have to read the “primary research literature” (often just called “the literature”). You might have tried to read scientific papers before and been frustrated by the dense, stilted writing and the unfamiliar jargon. I remember feeling this way!  Reading and understanding research papers is a skill which every single doctor and scientist has had to learn during graduate school.  You can learn it too, but like any skill it takes patience and practice.

I want to help people become more scientifically literate, so I wrote this guide for how a layperson can approach reading and understanding a scientific research paper. It’s appropriate for someone who has no background whatsoever in science or medicine, and based on the assumption that he or she is doing this for the purpose of getting a  basic  understanding of a paper and deciding whether or not it’s a reputable study.

The type of scientific paper I’m discussing here is referred to as a  primary research article . It’s a peer-reviewed report of new research on a specific question (or questions). Another useful type of publication is a  review article . Review articles are also peer-reviewed, and don’t present new information, but summarize multiple primary research articles, to give a sense of the consensus, debates, and unanswered questions within a field.  (I’m not going to say much more about them here, but be cautious about which review articles you read. Remember that they are only a snapshot of the research at the time they are published.  A review article on, say, genome-wide association studies from 2001 is not going to be very informative in 2013. So much research has been done in the intervening years that the field has changed considerably).

Before you begin: some general advice

Reading a scientific paper is a completely different process than reading an article about science in a blog or newspaper. Not only do you read the sections in a different order than they’re presented, but you also have to take notes, read it multiple times, and probably go look up other papers for some of the details. Reading a single paper may take you a very long time at first. Be patient with yourself. The process will go much faster as you gain experience.

Most primary research papers will be divided into the following sections: Abstract, Introduction, Methods, Results, and Conclusions/Interpretations/Discussion. The order will depend on which journal it’s published in. Some journals have additional files (called Supplementary Online Information) which contain important details of the research, but are published online instead of in the article itself (make sure you don’t skip these files).

Before you begin reading, take note of the authors and their institutional affiliations. Some institutions (e.g. University of Texas) are well-respected; others (e.g.  the Discovery Institute ) may appear to be legitimate research institutions but are actually agenda-driven.  Tip:  g oogle  “Discovery Institute” to see why you don’t want to use it as a scientific authority on evolutionary theory.

Also take note of the journal in which it’s published. Reputable (biomedical) journals will be indexed by  Pubmed . [EDIT: Several people have reminded me that non-biomedical journals won’t be on Pubmed, and they’re absolutely correct! (thanks for catching that, I apologize for being sloppy here). Check out  Web of Science  for a more complete index of science journals. And please feel free to share other resources in the comments!]  Beware of  questionable journals .

As you read, write down  every single word  that you don’t understand. You’re going to have to look them all up (yes, every one. I know it’s a total pain. But you won’t understand the paper if you don’t understand the vocabulary. Scientific words have extremely precise meanings).

Step-by-step instructions for reading a primary research article

1. Begin by reading the introduction, not the abstract.

The abstract is that dense first paragraph at the very beginning of a paper. In fact, that’s often the only part of a paper that many non-scientists read when they’re trying to build a scientific argument. (This is a terrible practice—don’t do it.).  When I’m choosing papers to read, I decide what’s relevant to my interests based on a combination of the title and abstract. But when I’ve got a collection of papers assembled for deep reading, I always read the abstract last. I do this because abstracts contain a succinct summary of the entire paper, and I’m concerned about inadvertently becoming biased by the authors’ interpretation of the results.

2. Identify the BIG QUESTION.

Not “What is this paper about”, but “What problem is this entire field trying to solve?”

This helps you focus on why this research is being done.  Look closely for evidence of agenda-motivated research.

3. Summarize the background in five sentences or less.

Here are some questions to guide you:

What work has been done before in this field to answer the BIG QUESTION? What are the limitations of that work? What, according to the authors, needs to be done next?

The five sentences part is a little arbitrary, but it forces you to be concise and really think about the context of this research. You need to be able to explain why this research has been done in order to understand it.

4.   Identify the SPECIFIC QUESTION(S)

What  exactly  are the authors trying to answer with their research? There may be multiple questions, or just one. Write them down.  If it’s the kind of research that tests one or more null hypotheses, identify it/them.

Not sure what a null hypothesis is? Go read this one  and try to identify the null hypotheses in it. Keep in mind that not every paper will test a null hypothesis.

5. Identify the approach

What are the authors going to do to answer the SPECIFIC QUESTION(S)?

6. Now read the methods section. Draw a diagram for each experiment, showing exactly what the authors did.

I mean  literally  draw it. Include as much detail as you need to fully understand the work.  As an example, here is what I drew to sort out the methods for a paper I read today ( Battaglia et al. 2013: “The first peopling of South America: New evidence from Y-chromosome haplogroup Q” ). This is much less detail than you’d probably need, because it’s a paper in my specialty and I use these methods all the time.  But if you were reading this, and didn’t happen to know what “process data with reduced-median method using Network” means, you’d need to look that up.

Image credit: author

You don’t need to understand the methods in enough detail to replicate the experiment—that’s something reviewers have to do—but you’re not ready to move on to the results until you can explain the basics of the methods to someone else.

7.   Read the results section. Write one or more paragraphs to summarize the results for each experiment, each figure, and each table. Don’t yet try to decide what the results  mean , just write down what they  are.

You’ll find that, particularly in good papers, the majority of the results are summarized in the figures and tables. Pay careful attention to them!  You may also need to go to the Supplementary Online Information file to find some of the results.

 It is at this point where difficulties can arise if statistical tests are employed in the paper and you don’t have enough of a background to understand them. I can’t teach you stats in this post, but  here , and here   are some basic resources to help you.  I STRONGLY advise you to become familiar with them.

Things to pay attention to in the results section:

• Any time the words “significant” or “non-significant” are used. These have precise statistical meanings. Read more about this  here .
• If there are graphs, do they have  error bars  on them? For certain types of studies, a lack of confidence intervals is a major red flag.
• The sample size. Has the study been conducted on 10, or 10,000 people? (For some research purposes, a sample size of 10 is sufficient, but for most studies larger is better).

8. Do the results answer the SPECIFIC QUESTION(S)? What do you think they mean?

Don’t move on until you have thought about this. It’s okay to change your mind in light of the authors’ interpretation—in fact you probably will if you’re still a beginner at this kind of analysis—but it’s a really good habit to start forming your own interpretations before you read those of others.

9. Read the conclusion/discussion/Interpretation section.

What do the authors think the results mean? Do you agree with them? Can you come up with any alternative way of interpreting them? Do the authors identify any weaknesses in their own study? Do you see any that the authors missed? (Don’t assume they’re infallible!) What do they propose to do as a next step? Do you agree with that?

10. Now, go back to the beginning and read the abstract.

Does it match what the authors said in the paper? Does it fit with your interpretation of the paper?

11. FINAL STEP:  (Don’t neglect doing this)  What do other researchers say about this paper?

Who are the (acknowledged or self-proclaimed) experts in this particular field? Do they have criticisms of the study that you haven’t thought of, or do they generally support it?

Here’s a place where I do recommend you use google! But do it last, so you are better prepared to think critically about what other people say.

(12. This step may be optional for you, depending on why you’re reading a particular paper. But for me, it’s critical! I go through the “Literature cited” section to see what other papers the authors cited. This allows me to better identify the important papers in a particular field, see if the authors cited my own papers (KIDDING!….mostly), and find sources of useful ideas or techniques.)

UPDATE: If you would like to see an example of how to read a science paper using this framework, you can find one  here .

I gratefully acknowledge Professors José Bonner and Bill Saxton for teaching me how to critically read and analyze scientific papers using this method. I’m honored to have the chance to pass along what they taught me.

I’ve written a shorter version of this guide for teachers to hand out to their classes. If you’d like a PDF, shoot me an email: jenniferraff (at) utexas (dot) edu. For further comments and additional questions on this guide, please see the Comments Section on  the original post .

This piece originally appeared on the  author’s personal blog  and is reposted with permission.

Featured image credit:  Scientists in a laboratory of the University of La Rioja  by  Urcomunicacion  (Wikimedia CC BY3.0)

Note: This article gives the views of the authors, and not the position of the LSE Impact blog, nor of the London School of Economics. Please review our  Comments Policy  if you have any concerns on posting a comment below.

Jennifer Raff (Indiana University—dual Ph.D. in genetics and bioanthropology) is an assistant professor in the Department of Anthropology, University of Kansas, director and Principal Investigator of the KU Laboratory of Human Population Genomics, and assistant director of KU’s Laboratory of Biological Anthropology. She is also a research affiliate with the University of Texas anthropological genetics laboratory. She is keenly interested in public outreach and scientific literacy, writing about topics in science and pseudoscience for her blog ( violentmetaphors.com ), the Huffington Post, and for the  Social Evolution Forum .

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Reference management. Clean and simple.

How to read a scientific paper: a step-by-step guide

Scientific paper format

How to read a scientific paper in 3 steps, step 1: identify your motivations for reading a scientific paper, step 2: use selective reading to gain a high-level understanding of the scientific paper, step 3: read straight through to achieve a deep understanding of a scientific paper, frequently asked questions about reading a scientific paper efficiently, related articles.

A scientific paper is a complex document. Scientific papers are divided into multiple sections and frequently contain jargon and long sentences that make reading difficult. The process of reading a scientific paper to obtain information can often feel overwhelming for an early career researcher.

But the good news is that you can acquire the skill of efficiently reading a scientific paper, and you can learn how to painlessly obtain the information you need.

In this guide, we show you how to read a scientific paper step-by-step. You will learn:

• The scientific paper format
• How to identify your reasons for reading a scientific paper
• How to skim a paper
• How to achieve a deep understanding of a paper.

Using these steps for reading a scientific paper will help you:

• Obtain information efficiently
• Retain knowledge more effectively
• Allocate sufficient time to your reading task.

The steps below are the result of research into how scientists read scientific papers and our own experiences as scientists.

Firstly, how is a scientific paper structured?

The main sections are Abstract, Introduction, Methods, Results, and Discussion. In the table below, we describe the purpose of each component of a scientific paper.

Because the structured format of a scientific paper makes it easy to find the information you need, a common technique for reading a scientific paper is to cherry-pick sections and jump around the paper.

In a YouTube video, Dr. Amina Yonis shows this nonlinear practice for reading a scientific paper. She justifies her technique by stating that “By reading research papers like this, you are enabling yourself to have a disciplined approach, and it prevents yourself from drowning in the details before you even get a bird’s-eye view”.

Selective reading is a skill that can help you read faster and engage with the material presented. In his article on active vs. passive reading of scientific papers, cell biologist Tung-Tien Sun defines active reading as "reading with questions in mind" , searching for the answers, and focusing on the parts of the paper that answer your questions.

Therefore, reading a scientific paper from start to finish isn't always necessary to understand it. How you read the paper depends on what you need to learn. For example, oceanographer Ken Hughes suggests that you may read a scientific paper to gain awareness of a theory or field, or you may read to actively solve a problem in your research.

To successfully read a scientific paper, we advise using three strategies:

• Identify your motivations for reading a scientific paper
• Use selective reading to gain a high-level understanding of the scientific paper
• Read straight through to achieve a deep understanding of a scientific paper .

All 3 steps require you to think critically and have questions in mind.

Before you sit down to read a scientific paper, ask yourself these three questions:

• Why do I need to read this paper?
• What information am I looking for?
• Where in the paper am I most likely to find the information I need?

Is it background reading or a literature review for a research project you are currently working on? Are you getting into a new field of research? Do you wish to compare your results with the ones presented in the paper? Are you following an author’s work, and need to keep up-to-date on their current research? Are you keeping tabs on emerging methods in your field?

All of these intentions require a different reading approach.

For example, if you're delving into a new field of research, you'll want to read the introduction to gather background information and seminal references. The discussion section will also be important to understand the broader context of the findings.

If you aim to extend the work presented in a paper, and this study will be the starting point for your work, it's crucial to read the paper deeply.

If your focus is on the study design and techniques used by the authors, you'll spend most of your time reading and understanding the methods section.

Sometimes you'll need to read a paper to discuss it in your own research. This may be to compare or contrast your work with the paper's content, or to stimulate a discussion on future applications of your work.

If you are following an author’s work, a quick skim might suffice to understand how the paper fits into their overall research program.

Tip: Knowing why you want to read the paper facilitates how you will read the paper. Depending on your needs, your approach may take the form of a surface-level reading or a deep and thorough reading.

Knowing your motivations will guide your navigation through the paper because you have already identified which sections are most likely to contain the information you need. Approaching reading a paper in this way saves you time and makes the task less daunting.

➡️ Learn more about how to write a literature review

Begin by gaining an overview of the paper by following these simple steps:

• Read the title. What type of paper is it? Is it a journal article, a review, a methods paper, or a commentary?
• Read the abstract . The abstract is a summary of the study. What is the study about? What question was addressed? What methods were used? What did the authors find, and what are the key findings? What do the authors think are the implications of the work? Reading the abstract immediately tells you whether you should invest the time to read the paper fully.
• Look at the headings and subheadings, which describe the sections and subsections of the paper. The headings and subheadings outline the story of the paper.
• Skim the introduction. An introduction has a clear structure. The first paragraph is background information on the topic. If you are new to the field, you will read this closely, whereas an expert in that field will skim this section. The second component defines the gap in knowledge that the paper aims to address. What is unknown, and what research is needed? What problem needs to be solved? Here, you should find the questions that will be addressed by the study, and the goal of the research. The final paragraph summarizes how the authors address their research question, for example, what hypothesis will be tested, and what predictions the authors make. As you read, make a note of key references. By the end of the introduction, you should understand the goal of the research.
• Go to the results section, and study the figures and tables. These are the data—the meat of the study. Try to comprehend the data before reading the captions. After studying the data, read the captions. Do not expect to understand everything immediately. Remember, this is the result of many years of work. Make a note of what you do not understand. In your second reading, you will read more deeply.
• Skim the discussion. There are three components. The first part of the discussion summarizes what the authors have found, and what they think the implications of the work are. The second part discusses some (usually not all!) limitations of the study, and the final part is a concluding statement.
• Glance at the methods. Get a brief overview of the techniques used in the study. Depending on your reading goals, you may spend a lot of time on this section in subsequent readings, or a cursory reading may be sufficient.
• Summarize what the paper is about—its key take-home message—in a sentence or two. Ask yourself if you have got the information you need.
• List any terminology you may need to look up before reading the paper again.
• Scan the reference list. Make a note of papers you may need to read for background information before delving further into the paper.

Congratulations, you have completed the first reading! You now have gained a high-level perspective of the study, which will be enough for many research purposes.

Now that you have an overview of the work and you have identified what information you want to obtain, you are ready to understand the paper on a deeper level. Deep understanding is achieved in the second and subsequent readings with note-taking and active reflection. Here is a step-by-step guide.

• Active engagement with the material
• Critical thinking
• Creative thinking
• Synthesis of information
• Consolidation of information into memory.

Highlighting sentences helps you quickly scan the paper and be reminded of the key points, which is helpful when you return to the paper later.

Notes may include ideas, connections to other work, questions, comments, and references to follow up on.

There are many ways for taking notes on a paper. You can:

• Print out the paper, and write your notes in the margins.
• Annotate the paper PDF from your desktop computer, or mobile device .
• Use personal knowledge management software, like Notion , Obsidian, or Evernote, for note-taking. Notes are easy to find in a structured database and can be linked to each other.
• Use reference management tools to take notes. Having your notes stored with the scientific papers you’ve read has the benefit of keeping all your ideas in one place. Some reference managers, like Paperpile, allow you to add notes to your papers, and highlight key sentences on PDFs .

Note-taking facilitates critical thinking and helps you evaluate the evidence that the authors present. Ask yourself questions like:

• What new contribution has the study made to the literature?
• How have the authors interpreted the results? (Remember, the authors have thought about their results more deeply than anybody else.)
• What do I think the results mean?
• Are the findings well-supported?
• What factors might have affected the results, and have the authors addressed them?
• Are there alternative explanations for the results?
• What are the strengths and weaknesses of the study?
• What are the broader implications of the study?
• What should be done next?

Note-taking also encourages creative thinking . Ask yourself questions like:

• What new ideas have arisen from reading the paper?
• How does it connect with your work?
• What connections to other papers can you make?
• Write a summary of the paper in your own words. This is your attempt to integrate the new knowledge you have gained with what you already know from other sources and to consolidate that information into memory. You may find that you have to go back and re-read some sections to confirm some of the details.
• Discuss the paper with others. You may find that even at this stage, there are still aspects of the paper that you are striving to understand. It is now a good time to reach out to others—peers in your program, your advisor, or even on social media. In their 10 simple rules for reading a scientific paper , Maureen Carey and coauthors suggest that participating in journal clubs, where you meet with peers to discuss interesting or important scientific papers, is a great way to clarify your understanding.
• A scientific paper can be read over many days. According to research presented in the book " Make it Stick: The Science of Successful Learning " by writer Peter Brown and psychology professors Henry Roediger and Mark McDaniel, "spaced practice" is more effective for retaining information than focusing on a single skill or subject until it is mastered. This involves breaking up learning into separate periods of training or studying. Applying this research to reading a scientific paper suggests that spacing out your reading by breaking the work into separate reading sessions can help you better commit the information in a paper to memory.

A dense journal article may need many readings to be understood fully. It is useful to remember that many scientific papers result from years of hard work, and the expectation of achieving a thorough understanding in one sitting must be modified accordingly. But, the process of reading a scientific paper will get easier and faster with experience.

The best way to read a scientific paper depends on your needs. Before reading the paper, identify your motivations for reading a scientific paper, and pinpoint the information you need. This will help you decide between skimming the paper and reading the paper more thoroughly.

Don’t read the paper from beginning to end. Instead, be aware of the scientific paper format. Take note of the information you need before starting to read the paper. Then skim the paper, jumping to the appropriate sections in the paper, to get the information you require.

It varies. Skimming a scientific paper may take anywhere between 15 minutes to one hour. Reading a scientific paper to obtain a deep understanding may take anywhere between 1 and 6 hours. It is not uncommon to have to read a dense paper in chunks over numerous days.

First, read the introduction to understand the main thesis and findings of the paper. Pay attention to the last paragraph of the introduction, where you can find a high-level summary of the methods and results. Next, skim the paper by jumping to the results and discussion. Then carefully read the paper from start to finish, taking notes as you read. You will need more than one reading to fully understand a dense research paper.

To read a scientific paper critically, be an active reader. Take notes, highlight important sentences, and write down questions as you read. Study the data. Take care to evaluate the evidence presented in the paper.

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Open Access

Ten simple rules for reading a scientific paper

* E-mail: [email protected]

Affiliation Division of Infectious Diseases and International Health, Department of Medicine, University of Virginia School of Medicine, Charlottesville, Virginia, United States of America

• Maureen A. Carey, 
• Kevin L. Steiner, 
• William A. Petri Jr

Published: July 30, 2020

• https://doi.org/10.1371/journal.pcbi.1008032
• Reader Comments

Citation: Carey MA, Steiner KL, Petri WA Jr (2020) Ten simple rules for reading a scientific paper. PLoS Comput Biol 16(7): e1008032. https://doi.org/10.1371/journal.pcbi.1008032

Editor: Scott Markel, Dassault Systemes BIOVIA, UNITED STATES

Copyright: © 2020 Carey et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: MAC was supported by the PhRMA Foundation's Postdoctoral Fellowship in Translational Medicine and Therapeutics and the University of Virginia's Engineering-in-Medicine seed grant, and KLS was supported by the NIH T32 Global Biothreats Training Program at the University of Virginia (AI055432). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Competing interests: The authors have declared that no competing interests exist.

Introduction

“There is no problem that a library card can't solve” according to author Eleanor Brown [ 1 ]. This advice is sound, probably for both life and science, but even the best tool (like the library) is most effective when accompanied by instructions and a basic understanding of how and when to use it.

For many budding scientists, the first day in a new lab setting often involves a stack of papers, an email full of links to pertinent articles, or some promise of a richer understanding so long as one reads enough of the scientific literature. However, the purpose and approach to reading a scientific article is unlike that of reading a news story, novel, or even a textbook and can initially seem unapproachable. Having good habits for reading scientific literature is key to setting oneself up for success, identifying new research questions, and filling in the gaps in one’s current understanding; developing these good habits is the first crucial step.

Advice typically centers around two main tips: read actively and read often. However, active reading, or reading with an intent to understand, is both a learned skill and a level of effort. Although there is no one best way to do this, we present 10 simple rules, relevant to novices and seasoned scientists alike, to teach our strategy for active reading based on our experience as readers and as mentors of undergraduate and graduate researchers, medical students, fellows, and early career faculty. Rules 1–5 are big picture recommendations. Rules 6–8 relate to philosophy of reading. Rules 9–10 guide the “now what?” questions one should ask after reading and how to integrate what was learned into one’s own science.

Rule 1: Pick your reading goal

What you want to get out of an article should influence your approach to reading it. Table 1 includes a handful of example intentions and how you might prioritize different parts of the same article differently based on your goals as a reader.

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https://doi.org/10.1371/journal.pcbi.1008032.t001

Rule 2: Understand the author’s goal

In written communication, the reader and the writer are equally important. Both influence the final outcome: in this case, your scientific understanding! After identifying your goal, think about the author’s goal for sharing this project. This will help you interpret the data and understand the author’s interpretation of the data. However, this requires some understanding of who the author(s) are (e.g., what are their scientific interests?), the scientific field in which they work (e.g., what techniques are available in this field?), and how this paper fits into the author’s research (e.g., is this work building on an author’s longstanding project or controversial idea?). This information may be hard to glean without experience and a history of reading. But don’t let this be a discouragement to starting the process; it is by the act of reading that this experience is gained!

A good step toward understanding the goal of the author(s) is to ask yourself: What kind of article is this? Journals publish different types of articles, including methods, review, commentary, resources, and research articles as well as other types that are specific to a particular journal or groups of journals. These article types have different formatting requirements and expectations for content. Knowing the article type will help guide your evaluation of the information presented. Is the article a methods paper, presenting a new technique? Is the article a review article, intended to summarize a field or problem? Is it a commentary, intended to take a stand on a controversy or give a big picture perspective on a problem? Is it a resource article, presenting a new tool or data set for others to use? Is it a research article, written to present new data and the authors’ interpretation of those data? The type of paper, and its intended purpose, will get you on your way to understanding the author’s goal.

Rule 3: Ask six questions

When reading, ask yourself: (1) What do the author(s) want to know (motivation)? (2) What did they do (approach/methods)? (3) Why was it done that way (context within the field)? (4) What do the results show (figures and data tables)? (5) How did the author(s) interpret the results (interpretation/discussion)? (6) What should be done next? (Regarding this last question, the author(s) may provide some suggestions in the discussion, but the key is to ask yourself what you think should come next.)

Each of these questions can and should be asked about the complete work as well as each table, figure, or experiment within the paper. Early on, it can take a long time to read one article front to back, and this can be intimidating. Break down your understanding of each section of the work with these questions to make the effort more manageable.

Rule 4: Unpack each figure and table

Scientists write original research papers primarily to present new data that may change or reinforce the collective knowledge of a field. Therefore, the most important parts of this type of scientific paper are the data. Some people like to scrutinize the figures and tables (including legends) before reading any of the “main text”: because all of the important information should be obtained through the data. Others prefer to read through the results section while sequentially examining the figures and tables as they are addressed in the text. There is no correct or incorrect approach: Try both to see what works best for you. The key is making sure that one understands the presented data and how it was obtained.

For each figure, work to understand each x- and y-axes, color scheme, statistical approach (if one was used), and why the particular plotting approach was used. For each table, identify what experimental groups and variables are presented. Identify what is shown and how the data were collected. This is typically summarized in the legend or caption but often requires digging deeper into the methods: Do not be afraid to refer back to the methods section frequently to ensure a full understanding of how the presented data were obtained. Again, ask the questions in Rule 3 for each figure or panel and conclude with articulating the “take home” message.

Rule 5: Understand the formatting intentions

Just like the overall intent of the article (discussed in Rule 2), the intent of each section within a research article can guide your interpretation. Some sections are intended to be written as objective descriptions of the data (i.e., the Results section), whereas other sections are intended to present the author’s interpretation of the data. Remember though that even “objective” sections are written by and, therefore, influenced by the authors interpretations. Check out Table 2 to understand the intent of each section of a research article. When reading a specific paper, you can also refer to the journal’s website to understand the formatting intentions. The “For Authors” section of a website will have some nitty gritty information that is less relevant for the reader (like word counts) but will also summarize what the journal editors expect in each section. This will help to familiarize you with the goal of each article section.

https://doi.org/10.1371/journal.pcbi.1008032.t002

Rule 6: Be critical

Published papers are not truths etched in stone. Published papers in high impact journals are not truths etched in stone. Published papers by bigwigs in the field are not truths etched in stone. Published papers that seem to agree with your own hypothesis or data are not etched in stone. Published papers that seem to refute your hypothesis or data are not etched in stone.

Science is a never-ending work in progress, and it is essential that the reader pushes back against the author’s interpretation to test the strength of their conclusions. Everyone has their own perspective and may interpret the same data in different ways. Mistakes are sometimes published, but more often these apparent errors are due to other factors such as limitations of a methodology and other limits to generalizability (selection bias, unaddressed, or unappreciated confounders). When reading a paper, it is important to consider if these factors are pertinent.

Critical thinking is a tough skill to learn but ultimately boils down to evaluating data while minimizing biases. Ask yourself: Are there other, equally likely, explanations for what is observed? In addition to paying close attention to potential biases of the study or author(s), a reader should also be alert to one’s own preceding perspective (and biases). Take time to ask oneself: Do I find this paper compelling because it affirms something I already think (or wish) is true? Or am I discounting their findings because it differs from what I expect or from my own work?

The phenomenon of a self-fulfilling prophecy, or expectancy, is well studied in the psychology literature [ 2 ] and is why many studies are conducted in a “blinded” manner [ 3 ]. It refers to the idea that a person may assume something to be true and their resultant behavior aligns to make it true. In other words, as humans and scientists, we often find exactly what we are looking for. A scientist may only test their hypotheses and fail to evaluate alternative hypotheses; perhaps, a scientist may not be aware of alternative, less biased ways to test her or his hypothesis that are typically used in different fields. Individuals with different life, academic, and work experiences may think of several alternative hypotheses, all equally supported by the data.

Rule 7: Be kind

The author(s) are human too. So, whenever possible, give them the benefit of the doubt. An author may write a phrase differently than you would, forcing you to reread the sentence to understand it. Someone in your field may neglect to cite your paper because of a reference count limit. A figure panel may be misreferenced as Supplemental Fig 3E when it is obviously Supplemental Fig 4E. While these things may be frustrating, none are an indication that the quality of work is poor. Try to avoid letting these minor things influence your evaluation and interpretation of the work.

Similarly, if you intend to share your critique with others, be extra kind. An author (especially the lead author) may invest years of their time into a single paper. Hearing a kindly phrased critique can be difficult but constructive. Hearing a rude, brusque, or mean-spirited critique can be heartbreaking, especially for young scientists or those seeking to establish their place within a field and who may worry that they do not belong.

Rule 8: Be ready to go the extra mile

To truly understand a scientific work, you often will need to look up a term, dig into the supplemental materials, or read one or more of the cited references. This process takes time. Some advisors recommend reading an article three times: The first time, simply read without the pressure of understanding or critiquing the work. For the second time, aim to understand the paper. For the third read through, take notes.

Some people engage with a paper by printing it out and writing all over it. The reader might write question marks in the margins to mark parts (s)he wants to return to, circle unfamiliar terms (and then actually look them up!), highlight or underline important statements, and draw arrows linking figures and the corresponding interpretation in the discussion. Not everyone needs a paper copy to engage in the reading process but, whatever your version of “printing it out” is, do it.

Rule 9: Talk about it

Talking about an article in a journal club or more informal environment forces active reading and participation with the material. Studies show that teaching is one of the best ways to learn and that teachers learn the material even better as the teaching task becomes more complex [ 4 – 5 ]; anecdotally, such observations inspired the phrase “to teach is to learn twice.”

Beyond formal settings such as journal clubs, lab meetings, and academic classes, discuss papers with your peers, mentors, and colleagues in person or electronically. Twitter and other social media platforms have become excellent resources for discussing papers with other scientists, the public or your nonscientist friends, or even the paper’s author(s). Describing a paper can be done at multiple levels and your description can contain all of the scientific details, only the big picture summary, or perhaps the implications for the average person in your community. All of these descriptions will solidify your understanding, while highlighting gaps in your knowledge and informing those around you.

Rule 10: Build on it

One approach we like to use for communicating how we build on the scientific literature is by starting research presentations with an image depicting a wall of Lego bricks. Each brick is labeled with the reference for a paper, and the wall highlights the body of literature on which the work is built. We describe the work and conclusions of each paper represented by a labeled brick and discuss each brick and the wall as a whole. The top brick on the wall is left blank: We aspire to build on this work and label this brick with our own work. We then delve into our own research, discoveries, and the conclusions it inspires. We finish our presentations with the image of the Legos and summarize our presentation on that empty brick.

Whether you are reading an article to understand a new topic area or to move a research project forward, effective learning requires that you integrate knowledge from multiple sources (“click” those Lego bricks together) and build upwards. Leveraging published work will enable you to build a stronger and taller structure. The first row of bricks is more stable once a second row is assembled on top of it and so on and so forth. Moreover, the Lego construction will become taller and larger if you build upon the work of others, rather than using only your own bricks.

Build on the article you read by thinking about how it connects to ideas described in other papers and within own work, implementing a technique in your own research, or attempting to challenge or support the hypothesis of the author(s) with a more extensive literature review. Integrate the techniques and scientific conclusions learned from an article into your own research or perspective in the classroom or research lab. You may find that this process strengthens your understanding, leads you toward new and unexpected interests or research questions, or returns you back to the original article with new questions and critiques of the work. All of these experiences are part of the “active reading”: process and are signs of a successful reading experience.

In summary, practice these rules to learn how to read a scientific article, keeping in mind that this process will get easier (and faster) with experience. We are firm believers that an hour in the library will save a week at the bench; this diligent practice will ultimately make you both a more knowledgeable and productive scientist. As you develop the skills to read an article, try to also foster good reading and learning habits for yourself (recommendations here: [ 6 ] and [ 7 ], respectively) and in others. Good luck and happy reading!

Acknowledgments

Thank you to the mentors, teachers, and students who have shaped our thoughts on reading, learning, and what science is all about.

• 1. Brown E. The Weird Sisters. G. P. Putnam’s Sons; 2011.
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Infographic: How to read a scientific paper

April 5, 2021 | 3 min read

By Natalia Rodriguez

Mastering this skill can help you excel at research, peer review – and writing your own papers

Much of a scientist’s work involves reading research papers, whether it’s to stay up to date in their field, advance their scientific understanding, review manuscripts, or gather information for a project proposal or grant application. Because scientific articles are different from other  texts, like novels or newspaper stories, they should be read differently.

Research papers follow the well-known IMRD format — an abstract followed by the  I ntroduction,  M ethods,  R esults and  D iscussion. They have multiple cross references and tables as well as supplementary material, such as data sets, lab protocols and gene sequences. All those characteristics  can make them dense and complex. Being able to effectively understanding them is a matter of practice.

You can use ScienceDirect’s recommendations service to find other articles related to the work you’re reading.  Once you've registered opens in new tab/window , the recommendations engine uses an adaptive algorithm to understand your research interests. It can then find related content from our database of more than 3,800 journals and over 37,000 book titles. The more frequently you sign in, the better it gets to know you, and the more relevant the recommendations you'll receive. Reading a scientific paper should not be done in a linear way (from beginning to end); instead, it should be done strategically and with a critical mindset, questioning your understanding and the findings. Sometimes you will have to go backwards and forwards, take notes and have multiples tabs opened in your browser.

LennyRhine. “ How to Read a Scientific Paper opens in new tab/window ,” Research4Life Training portal

Valerie Matarese, PhD (Ed). “ Usingstrategic, critical reading of research papers to teach scientific writing opens in new tab/window ,” Supporting Research Writing: Rolesand challenges in multilingual settings,” Chandos Publishing, Elsevier (2012)

Allen H. Renear, PhD, and Carole L. Palmer, PhD. " StrategicReading, Ontologies, and the Future of Scientific Publishing opens in new tab/window ," Science (2009).

Angel Borja, PhD. “ 11 steps to structuring a science paper editors will take seriously ,” Elsevier Connect (June 24, 2014)

Mary Purugganan, PhD, and Jan Hewitt, PhD. “ How to Read a Scientific Article opens in new tab/window ,” Cain Project in Engineering andProfessional Communication, Rice University

“How to Read and Review a Scientific Journal Article,”Writing Studio, Duke University

Robert Siegel, PhD. “ ReadingScientific Papers opens in new tab/window ,” Stanford University

Related resources

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Research4Life Training Portal opens in new tab/window : A platform with free downloadable resources for researchers. The Authorship Skills section contains 10 modules, including how to read and write scientific papers, intellectual property and web bibliography along with hands-on activity workbooks.

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Contributor

Natalia Rodriguez

How to Read Research Papers: A Cheat Sheet for Graduate Students

• August 4, 2022
• PRODUCTIVITY

It is crucial to stay on top of the scientific literature in your field of interest. This will help you shape and guide your experimental plans and keep you informed about what your competitors are working on.

To get the most out of your literature reading time, you need to learn how to read scientific papers efficiently. The problem is that we simply don’t have enough time to read new scientific papers in our results-driven world. 

It takes a great deal of time for researchers to learn how to read research papers. Unfortunately, this skill is rarely taught.

I wasted a lot of time reading unnecessary papers in the past since I didn’t have an appropriate workflow to follow. In particular, I needed a way to determine if a paper would interest me before I read it from start to finish.

So, what’s the solution?

This is where I came across the Three-pass method for reading research papers. 

Here’s what I’ve learned from using the three pass methods and what tweaks I’ve made to my workflow to make it more personalized.

Build time into your schedule 

Before you read anything, you should set aside a set amount of time to read research papers. It will be very hard to read research papers if you do not have a schedule because you will only try to read them for a week or two, and then you will feel frustrated. An organized schedule reduces procrastination significantly.

 For example, I take 30-40 minutes each weekday morning to read a research paper I come across.

After you have determined a time “only” to read research papers, you have to have a proper workflow.

Develop a workflow

For example, I follow a customized version of the popular workflow, the “Three-pass method”. 

When you are beginning, you may follow the method exactly as described, but as you get more experienced, you can make some changes down the road.

Why you shouldn’t read the entire paper at once?

Oftentimes, the papers you think are so important and that you should read every single word are actually worth only 10 minutes of your time.

Unlike reading an article about science in a blog or newspaper, reading research papers is an entirely different experience. In addition to reading the sections in a different order, you must take notes, read them several times, and probably look up other papers for details. 

It may take you a long time to read one paper at first. But that’s okay because you are investing yourself in the process.

However, you’re wasting your time if you don’t have a proper workflow. 

Oftentimes, reading a whole paper might not be necessary to get the specific information you need.

The Three-pass concept

The key idea is to read the paper in up to three passes rather than starting at the beginning and plowing through it. With each pass, you accomplish specific goals and build upon the previous one.

The first pass gives you a general idea of the paper. A second pass will allow you to understand the content of the paper, but not its details. A third pass helps you understand the paper more deeply.

The first pass (Maximum: 10 minutes)

The paper is scanned quickly in the first pass to get an overview. Also, you can decide if any more passes are needed. It should take about five to ten minutes to complete this pass.

Carefully read the title, abstract, and introduction

You should be able to tell from the title what the paper is about. In addition, it is a good idea to look at the authors and their affiliations, which may be valuable for various reasons, such as future reference, employment, guidance, and determining the reliability of the research.

The abstract should provide a high-level overview of the paper. You may ask, What are the main goals of the author(s) and what are the high-level results? There are usually some clues in the abstract about the paper’s purpose. You can think of the abstract as a marketing piece.

As you read the introduction, make sure you only focus on the topic sentences, and you can loosely focus on the other content.

What is a topic sentence?

Topic sentences introduce a paragraph by introducing the one topic that will be the focus of that paragraph. 

The structure of a paragraph should match the organization of a paper. At the paragraph level, the topic sentence gives the paper’s main idea, just as the thesis statement does at the essay level. After that, the rest of the paragraph supports the topic.

In the beginning, I read the whole paragraph, and it took me more than 30 minutes to complete the first pass. By identifying topic sentences, I have revolutionized my reading game, as I am now only reading the summary of the paragraph, saving me a lot of time during the second and third passes.

Read the section and sub-section headings, but ignore everything else 

Regarding methods and discussions, do not attempt to read even topic sentences because you are trying to decide whether this article is useful to you.

Reading the headings and subheadings is the best practice. It allows you to get a feel for the paper without taking up a lot of time.

Read the conclusions

It is standard for good writers to present the foundations of their experiment at the beginning and summarize their findings at the end of their paper.

Therefore, you are well prepared to read and understand the conclusion after reading the abstract and introduction.

Many people overlook the importance of the first pass. In adopting the three-pass method into my workflow, I realized that many papers that I thought had high relevance did not require me to spend more time reading. 

Therefore, after the first pass, I can decide not to read it further, saving me a lot of time.

Glance over the references

You can mentally check off the ones you’ve already read.

As you read through the references, you will better understand what has been studied previously in the field of research.

First pass objectives

At the end of the first pass, you should be able to answer these questions: 

• What is the  category  of this paper? Is it an analytical paper? Is it only an “introductory” paper? (if this is the case, probably, you might not want to read further, but it depends on the information you are after)or is it an argumentative research paper?
• Does the  context  of the paper serve the purpose for what you are looking for? If not, this paper might not be worth passing on to the second stage of this method.
• Does the basic logic of the paper seem to be valid? How do you comment on the  correctness  of the paper?
• What is the main  output  of the paper, or is there output at all?
• Is the paper well written? How do you comment on the  clarity  of the paper?

After the first pass, you should have a good idea whether you want to continue reading the research paper.

Maybe the paper doesn’t interest you, you don’t understand the area enough, or the authors make an incorrect assumption. 

In the first pass, you should be able to identify papers that are not related to your area of research but may be useful someday. 

You can store your paper with relevant tags in your reference manager, as discussed in the previous blog post in the  Bulletproof Literature Management System  series.

This is the third post of the four-part blog series:  The Bulletproof Literature Management System . Follow the links below to read the other posts in the series:

• How to How to find Research Papers
• How to Manage Research Papers
• How to Read Research Papers (You are here)
• How to Organize Research Papers

The second pass (Maximum: 60 minutes)

You are now ready to make a second pass through the paper if you decide it is worth reading more.

You should now begin taking some high-level notes because there will be words and ideas that are unfamiliar to you. 

Most reference managers come with an in-built PDF reader. In this case, taking notes and highlighting notes in the built-in pdf reader is the best practice. This method will prevent you from losing your notes and allow you to revise them easily.

Don’t be discouraged by everything that does not make sense. You can just mark it and move on. It is recommended that you only spend about an hour working on the paper in the second pass. 

In the second pass:

• Start with the abstract, skim through the introduction, and give the methods section a thorough look. 
• Make sure you pay close attention to the figures, diagrams, and other illustrations on the paper. By just looking at the captions of the figures and tables in a well-written paper, you can grasp 90 percent of the information. 
• It is important to pay attention to the overall methodology . There is a lot of detail in the methods section. At this point, you do not need to examine every part. 
• Read the results and discussion sections to better understand the key findings.
• Make sure you mark the relevant references in the paper so you can find them later.

Objectives of the second pass

You should be able to understand the paper’s content. Sometimes, it may be okay if you cannot comprehend some details. However, you should now be able to see the main idea of the paper. Otherwise, it might be better to rest and go through the second pass without entering the third. 

This is a good time to summarize the paper. During your reading, make sure to make notes.

After the second pass, you can: 

• Return to the paper later(If you did not understand the basic idea of the paper)
• Move onto the thirst pass.

The third pass (Maximum: four hours)

You should go to the third stage (the third pass) for a complete understanding of the paper. It may take you a few hours this time to read the paper. However, you may want to avoid reading a single paper for longer than four hours, even at the third pass.

A great deal of attention to detail is required for this pass. Every statement should be challenged, and every assumption should be identified.

By the third pass, you will be able to summarize the paper so that not only do you understand the content, but you can also comment on limitations and potential future developments.

Color coding when reading research papers

Highlighting is one way I help myself learn the material when I read research papers. It is especially helpful to highlight an article when you return to it later. 

Therefore, I use different colors for different segments. To manage my references, I use Zotero. There is an inbuilt PDF reader in Zotero. I use the highlighting colors offered by this software. The most important thing is the concept or phrase I want to color code, not the color itself.

Here is my color coding system.

• Problem statement: Violet
• Questions to ask: Red (I highlight in red where I want additional questions to be asked or if I am unfamiliar with the concept)
• Conclusions: Green (in the discussion section, authors draw conclusions based on their data. I prefer to highlight these in the discussion section rather than in the conclusion section since I can easily locate the evidence there)
• Keywords: Blue
• General highlights and notes: Yellow

Minimize distractions

Even though I’m not a morning person, I forced myself to read papers in the morning just to get rid of distractions. In order to follow through with this process (at least when you are starting out), you must have minimum to no distractions because research papers contain a great deal of highly packed information.

It doesn’t mean you can’t have fun doing it, though. Make a cup of coffee and enjoy reading!

Images courtesy : Online working vector created by storyset – www.freepik.com

Aruna Kumarasiri

Founder at Proactive Grad, Materials Engineer, Researcher, and turned author. In 2019, he started his professional carrier as a materials engineer with the continuation of his research studies. His exposure to both academic and industrial worlds has provided many opportunities for him to give back to young professionals.

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How to Read a Research Paper – A Guide to Setting Research Goals, Finding Papers to Read, and More

If you work in a scientific field, you should try to build a deep and unbiased understanding of that field. This not only educates you in the best possible way but also helps you envision the opportunities in your space.

A research paper is often the culmination of a wide range of deep and authentic practices surrounding a topic. When writing a research paper, the author thinks critically about the problem, performs rigorous research, evaluates their processes and sources, organizes their thoughts, and then writes. These genuinely-executed practices make for a good research paper.

If you’re struggling to build a habit of reading papers (like I am) on a regular basis, I’ve tried to break down the whole process. I've talked to researchers in the field, read a bunch of papers and blogs from distinguished researchers, and jotted down some techniques that you can follow.

Let’s start off by understanding what a research paper is and what it is NOT!

What is a Research Paper?

A research paper is a dense and detailed manuscript that compiles a thorough understanding of a problem or topic. It offers a proposed solution and further research along with the conditions under which it was deduced and carried out, the efficacy of the solution and the research performed, and potential loopholes in the study.

A research paper is written not only to provide an exceptional learning opportunity but also to pave the way for further advancements in the field. These papers help other scholars germinate the thought seed that can either lead to a new world of ideas or an innovative method of solving a longstanding problem.

What Research Papers are NOT

There is a common notion that a research paper is a well-informed summary of a problem or topic written by means of other sources.

But you shouldn't mistake it for a book or an opinionated account of an individual’s interpretation of a particular topic.

Why Should You Read Research Papers?

What I find fascinating about reading a good research paper is that you can draw on a profound study of a topic and engage with the community on a new perspective to understand what can be achieved in and around that topic.

I work at the intersection of instructional design and data science. Learning is part of my day-to-day responsibilities. If the source of my education is flawed or inefficient, I’d fail at my job in the long term. This applies to many other jobs in Science with a special focus on research.

There are three important reasons to read a research paper:

• Knowledge —  Understanding the problem from the eyes of someone who has probably spent years solving it and has taken care of all the edge cases that you might not think of at the beginning.
• Exploration —  Whether you have a pinpointed agenda or not, there is a very high chance that you will stumble upon an edge case or a shortcoming that is worth following up. With persistent efforts over a considerable amount of time, you can learn to use that knowledge to make a living.
• Research and review —  One of the main reasons for writing a research paper is to further the development in the field. Researchers read papers to review them for conferences or to do a literature survey of a new field. For example, Yann LeCun’ s paper on integrating domain constraints into backpropagation set the foundation of modern computer vision back in 1989. After decades of research and development work, we have come so far that we're now perfecting problems like object detection and optimizing autonomous vehicles.

Not only that, with the help of the internet, you can extrapolate all of these reasons or benefits onto multiple business models. It can be an innovative state-of-the-art product, an efficient service model, a content creator, or a dream job where you are solving problems that matter to you.

Goals for Reading a Research Paper — What Should You Read About?

The first thing to do is to figure out your motivation for reading the paper. There are two main scenarios that might lead you to read a paper:

• Scenario 1 —  You have a well-defined agenda/goal and you are deeply invested in a particular field. For example, you’re an NLP practitioner and you want to learn how GPT-4 has given us a breakthrough in NLP. This is always a nice scenario to be in as it offers clarity.
• Scenario 2 —  You want to keep abreast of the developments in a host of areas, say how a new deep learning architecture has helped us solve a 50-year old biological problem of understanding protein structures. This is often the case for beginners or for people who consume their daily dose of news from research papers (yes, they exist!).

If you’re an inquisitive beginner with no starting point in mind, start with scenario 2. Shortlist a few topics you want to read about until you find an area that you find intriguing. This will eventually lead you to scenario 1.

ML Reproducibility Challenge

In addition to these generic goals, if you need an end goal for your habit-building exercise of reading research papers, you should check out the ML reproducibility challenge.

You’ll find top-class papers from world-class conferences that are worth diving deep into and reproducing the results.

They conduct this challenge twice a year and they have one coming up in Spring 2021. You should study the past three versions of the challenge, and I’ll write a detailed post on what to expect, how to prepare, and so on.

Now you must be wondering – how can you find the right paper to read?

How to Find the Right Paper to Read

In order to get some ideas around this, I reached out to my friend, Anurag Ghosh who is a researcher at Microsoft. Anurag has been working at the crossover of computer vision, machine learning, and systems engineering.

Here are a few of his tips for getting started:

• Always pick an area you're interested in.
• Read a few good books or detailed blog posts on that topic and start diving deep by reading the papers referenced in those resources.
• Look for seminal papers around that topic. These are papers that report a major breakthrough in the field and offer a new method perspective with a huge potential for subsequent research in that field. Check out papers from the morning paper or C VF - test of time award/Helmholtz prize (if you're interested in computer vision).
• Check out books like Computer Vision: Algorithms and Applications by Richard Szeliski and look for the papers referenced there.
• Have and build a sense of community. Find people who share similar interests, and join groups/subreddits/discord channels where such activities are promoted.

In addition to these invaluable tips, there are a number of web applications that I’ve shortlisted that help me narrow my search for the right papers to read:

• r/MachineLearning  — there are many researchers, practitioners, and engineers who share their work along with the papers they've found useful in achieving those results.

• Arxiv Sanity Preserver  — built by Andrej Karpathy to accelerate research. It is a repository of 142,846 papers from computer science, machine learning, systems, AI, Stats, CV, and so on. It also offers a bunch of filters, powerful search functionality, and a discussion forum to make for a super useful research platform.

• Google Research  — the research teams at Google are working on problems that have an impact on our everyday lives. They share their publications for individuals and teams to learn from, contribute to, and expedite research. They also have a Google AI blog that you can check out.

How to Read a Research Paper

After you have stocked your to-read list, then comes the process of reading these papers. Remember that NOT every paper is useful to read and we need a mechanism that can help us quickly screen papers that are worth reading.

To tackle this challenge, you can use this Three-Pass Approach by S. Keshav . This approach proposes that you read the paper in three passes instead of starting from the beginning and diving in deep until the end.

The three pass approach

• The first pass —  is a quick scan to capture a high-level view of the paper. Read the title, abstract, and introduction carefully followed by the headings of the sections and subsections and lastly the conclusion. It should take you no more than 5–10 mins to figure out if you want to move to the second pass.
• The second pass —  is a more focused read without checking for the technical proofs. You take down all the crucial notes, underline the key points in the margins. Carefully study the figures, diagrams, and illustrations. Review the graphs, mark relevant unread references for further reading. This helps you understand the background of the paper.
• The third pass —  reaching this pass denotes that you’ve found a paper that you want to deeply understand or review. The key to the third pass is to reproduce the results of the paper. Check it for all the assumptions and jot down all the variations in your re-implementation and the original results. Make a note of all the ideas for future analysis. It should take 5–6 hours for beginners and 1–2 hours for experienced readers.

Tools and Software to Keep Track of Your Pipeline of Papers

If you’re sincere about reading research papers, your list of papers will soon grow into an overwhelming stack that is hard to keep track of. Fortunately, we have software that can help us set up a mechanism to manage our research.

Here are a bunch of them that you can use:

• Mendeley [not free]  — you can add papers directly to your library from your browser, import documents, generate references and citations, collaborate with fellow researchers, and access your library from anywhere. This is mostly used by experienced researchers.

• Zotero [free & open source] —  Along the same lines as Mendeley but free of cost. You can make use of all the features but with limited storage space.

• Notion —  this is great if you are just starting out and want to use something lightweight with the option to organize your papers, jot down notes, and manage everything in one workspace. It might not stand anywhere in comparison with the above tools but I personally feel comfortable using Notion and I have created this board to keep track of my progress for now that you can duplicate:

⚠️ Symptoms of Reading a Research Paper

Reading a research paper can turn out to be frustrating, challenging, and time-consuming especially when you’re a beginner. You might face the following common symptoms:

• You might start feeling dumb for not understanding a thing a paper says.
• Finding yourself pushing too hard to understand the math behind those proofs.
• Beating your head against the wall to wrap it around the number of acronyms used in the paper. Just kidding, you’ll have to look up those acronyms every now and then.
• Being stuck on one paragraph for more than an hour.

Here’s a complete list of emotions that you might undergo as explained by Adam Ruben in this article .

Key Takeaways

We should be all set to dive right in. Here’s a quick summary of what we have covered here:

• A research paper is an in-depth study that offers an detailed explanation of a topic or problem along with the research process, proofs, explained results, and ideas for future work.
• Read research papers to develop a deep understanding of a topic/problem. Then you can either review papers as part of being a researcher, explore the domain and the kind of problems to build a solution or startup around it, or you can simply read them to keep abreast of the developments in your domain of interest.
• If you’re a beginner, start with exploration to soon find your path to goal-oriented research.
• In order to find good papers to read, you can use websites like arxiv-sanity, google research, and subreddits like r/MachineLearning.
• Reading approach — Use the 3-pass method to find a paper.
• Keep track of your research, notes, developments by using tools like Zotero/Notion.
• This can get overwhelming in no time. Make sure you start off easy and increment your load progressively.

Remember: Art is not a single method or step done over a weekend but a process of accomplishing remarkable results over time.

You can also watch the video on this topic on my YouTube channel :

Feel free to respond to this blog or comment on the video if you have some tips, questions, or thoughts!

If this tutorial was helpful, you should check out my data science and machine learning courses on Wiplane Academy . They are comprehensive yet compact and helps you build a solid foundation of work to showcase.

Web and Data Science Consultant | Instructional Design

If you read this far, thank the author to show them you care. Say Thanks

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• University of Michigan Library
• Research Guides

The Library Research Process, Step-by-Step

• Reading Scholarly Articles
• Finding & Exploring a Topic
• Finding Books
• Finding Articles
• Evaluating Sources
• Understanding & Using a Citation Style

Reading Scholarly Articles: Step-by-Step

1. Read the Abstract Section

The first step in reading a scholarly article is to read the abstract or summary of the article. Abstracts are always found at the beginning of an article and provide a basic summary or roadmap to the article. The abstract also introduces the purpose of the article.

Take a few minutes to carefully read the abstract of the practice article. Note that the abstract is not formally labeled "abstract" but is called "background and aims." Any summary at the start of an article is considered the abstract.

The abstract should always be read first to make sure the article is relevant to your topic. However, reading the abstract should never replace reading the entire article as the abstract is too brief to be used to fully understand the article.

2. Read the Conclusion Section Reading the conclusion will help you understand the main points of the article and what the authors are attempting to prove. 

3. Read the Introduction Section Now that you have an overview of the article from the abstract and understand the main points the authors are trying to prove from the conclusion, you will want to read the introduction.

4. Read the Results Section

Read the results section. Here are a couple of suggestions for deciphering results:

• If you are a visual learner, the charts may make sense to you.
• If charts are difficult to understand, look over the narrative and then return to the charts.
• Using the charts can help enhance your understanding of the narrative
• Look for works like "important" or "significant" and make special note of these phrases as these usually are signals from the author of an important result.

5. Read the Methods Section Reading the methods section will help you understand how the study or experiment was conducted. It is necessary for other researchers to understand the methods used so that they can replicate the study.

The methods section can also be difficult to read due to technical language used and density of the section. Try circling words, acronyms, and surveys you are unfamiliar with and look them up as those may be important to fully understand the article and may be necessary for future research. 

6. Read the Discussion & Limitations Section

The discussion section is where you will find the researcher's interpretation of the results. The author should answer the article's research question. Remember, you should evaluate the data to form your own conclusions. Don't just accept the author's conclusions without looking at the data for yourself.

Often authors will include a section detailing the limits to their research and their conclusions. The limitation section will usually explain conclusions that could not be drawn from the research as well as areas that future research is needed.

7. Read Through One More Time  After you have jumped around and read the different sections of the article, go back to the beginning and read the article in order. The article should be easier to read and make more sense as you will already be familiar with the main points in each section.

Watch: How to Read a Scholarly Article

Why Watch This Video? You'll learn essential strategies for reading scientific or scholarly journal articles, including:

• Identifying distinct sections (abstract, introduction, methods, results, discussion) and the purpose of those sections 
• How to effectively skim content using the ADIRM process (Abstract, Discussion, Introduction, Results, Methods), which will help you assess scholarly articles' relevance and validity
• Distinguishing between main points and less relevant sub points within scholarly research articles. 
• Learning about and applying these techniques will save you time and effort when working through your course assignments.

Organizing Your Social Sciences Research Paper: Reading Research Effectively

• Purpose of Guide
• Writing a Research Proposal
• Design Flaws to Avoid
• Independent and Dependent Variables
• Narrowing a Topic Idea
• Broadening a Topic Idea
• The Research Problem/Question
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• The C.A.R.S. Model
• Background Information
• Theoretical Framework
• Citation Tracking
• Evaluating Sources
• Reading Research Effectively
• Primary Sources
• Secondary Sources
• What Is Scholarly vs. Popular?
• Is it Peer-Reviewed?
• Qualitative Methods
• Quantitative Methods
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism [linked guide]
• Annotated Bibliography
• Grading Someone Else's Paper

Reading a Scholarly Article or Research Paper

Reading Research Publications Effectively

It's easy to feel overwhelmed and frustrated when first reading a scholarly article or research paper. The text is dense and complex and often includes abstract or convoluted language . In addition, the terminology may be confusing or applied in a way that is unfamiliar. To help overcome these challenges w hen you first read an article or research paper, focus on asking specific questions about each section. This strategy can help with overall comprehension and understanding how the content relates [or does not relate] to the research problem you are investigating. This approach will also help identify key themes as you read additional studies on the same topic. As you review more and more studies about your topic, the process of understanding and critically evaluating the research will become easier because the content of what you review will begin to coalescence around common themes and patterns of analysis.

Think about the following in this general order:

1.  Read the Abstract

An abstract summarizes the basic content of a scholarly article or research paper. Questions to consider when reading the abstract are: What is this article about? What is the working hypothesis or thesis? Is this related to my question or area of research? The abstract can be used to help filter out sources that may have appeared useful when you began searching for information but, in reality, are not relevant.

2.  Identify the Research Problem and Underlying Questions? 

If, after reading the abstract, you believe the paper may be useful, focus on examining the research problem and identifying the questions the author is trying to address. Look for information that is relevant to your research problem and make note of how and in what way this information relates to what you are investigating.

3.  Read the Introduction and Discussion/Conclusion

The introduction provides the main argument and theoretical framework of the article. Questions to consider for the introduction include what do we already know about this topic and what is left to discover? What other research has been conducted about this topic? How is this research unique? Will this study tell me anything new related to the research problem I am investigating?

Questions to ask yourself while reading the discussion and conclusion sections include what does the study mean and why is it important? What are the weaknesses in their argument? Does the conclusion contain any recommendations for future research and do you believe conclusions about the significance of the study and its findings are valid?

4.  Read about the Methods/Methodology

If what you have read so far closely relates to your research problem, then move on to reading about how the author(s) gathered information for their research. Questions to consider include how did the author do the research? Was it a qualitative, quantitative, or mixed-methods project? What data is the study based on? Could I repeat their work and is all the information available to repeat the study?

5.  Read about the Results and Analysis

Next, read the outcome the research and how it was discussed and analyzed. If any non-textual elements [e.g., graphs, charts, tables, etc.] are confusing, focus on the explanations about them in the text. Questions to consider are what did the author find and how did they find it? Are the results presented in a factual and unbiased way? Does their analysis of results agree with the data presented? Is all the data present? What conclusions do you formulate from this data and does it match with the author's conclusions?

6.  Review the References

The list of references, or works cited, shows you the basis of prior research used by the author(s) to support their study. The references can be an effective way to identify additional sources of information on the topic. Questions to ask include what other research studies should I review? What other authors are respected in this field, i.e., who is cited most often by others? What other research should be explored to learn about issues I am unclear or need more information about?

Reading Tips

Preparing to Read a Scholarly Article or Research Paper for the First Time

Reading scholarly publications effectively is an acquired skill that involves attention to detail and the ability to comprehend complex ideas, data, and concepts in a way that applies logically to the research problem you are investigating. Here are some strategies to consider.

While You are Reading

• Focus on information in the publication that is most relevant to the research problem
• Think critically about what you read and seek to build your own arguments; not everything is 100% true or examined effectively
• Read out of order! This isn't a novel or movie; you want to start with the spoiler
• Look up the definitions of words you don't know as you read

There are any number of ways to take notes as you read, but use the method that you feel most comfortable with. Taking notes as you read will save time when you go back to examine your sources. Below are some suggestions:

• Print the article and highlight, circle, and/or underline text as you read [or, you can use the highlight text   feature in a PDF document]
• Take notes in the margins [Adobe Reader offers pop-up sticky notes]
• Focus on highlighting important quotes; consider using a different color to differentiate between quotes and other types of text you want to return to when writing
• Quickly summarize the main or key points at the end of the paper

As you read, write down questions that come to mind that relate to or may clarify your research problem. Here are a few questions that might be helpful:

• Have I taken time to understand all the terminology?
• Am I spending too much time on the less important parts of this article?
• Are there any issues that the authors did not consider?
• Do I have any reason to question the credibility of this research?
• What specific problem does the research address and why is it important?
• How do these results relate to my research interests or to other works which I have read?

Adapted from text originally created by Holly Burt, USC Libraries, April 2018. Thank you, Holly!

• << Previous: Evaluating Sources
• Next: Primary Sources >>
• Last Updated: Aug 24, 2024 10:22 AM
• URL: https://guides.library.txstate.edu/socialscienceresearch

Research Voyage

Research Tips and Infromation

10 Key Steps for Effectively Reading Research Papers

Imagine entering a world where knowledge grows through discoveries and fresh ideas. This world is built upon research papers, which are like puzzle pieces that fit together to show us new things. But these papers can also be a bit tricky to understand, especially if you’re just starting out, just like I did.

I know what it’s like. I’ve been there, too. Back when I was beginning my journey as a researcher, research papers seemed like a puzzle with missing pieces. The words were complex, and the ideas often felt like they were written in another language. It was a challenge that felt overwhelming.

But, I didn’t give up. With each paper I tackled, and with each moment of confusion, I learned and grew. I sought guidance from my research supervisor and shared thoughts with my peers. Slowly but surely, I began to see a pattern emerge. The more I practised, the more I understood. The more I discussed, the more my perspective expanded.

And you know what? With time, reading research papers became second nature. What once took me hours to grasp, now only took minutes. The complex language transformed into meaningful insights, and the overwhelming feeling turned into excitement. It was a journey of transformation—from a struggling beginner to a confident researcher.

That’s why I’m here now, to guide you through this journey. Together, we’ll discover how to make reading research papers less scary and more enjoyable. Just like how I turned those initial struggles into a success story, you too can learn to conquer the challenge.

In the coming sections, we’ll break down the process into simple steps. We’ll learn how to pick the right papers for you, figure out what they’re saying, and make sense of the tricky parts. We’ll also explore how to understand why the research is important, have good conversations about it, and develop skills that make reading these papers feel easier.

Get ready to step into a world where research papers aren’t obstacles, but pathways to exciting knowledge. No matter if you’re new to this or already have some experience, these tips, combined with my personal experience, will give you the power to read, understand, and engage with research papers in a way that makes you excited to learn.

So, let’s start this journey together—a journey that will change how you see research papers and make your learning more exciting, one step at a time.

Statistics Related to Reading Research Papers

I. choosing the right papers, ii. skimming for structure and main points, iii. understanding the context, iv. breaking down the paper, v. analyzing visual aids, vi. tackling technical jargon, vii. taking notes and summarizing.

• VIII. Reflecting on the Paper's Significance

IX. Ethical Considerations while Reading Research Papers

X. additional resources.

• Before You Close.....

Introduction

Research papers are like treasure maps in the world of knowledge. They hold the keys to new discoveries, innovative ideas, and insights that can change the way we understand the world. In the world of academia and research, these papers are the building blocks that help us explore uncharted territories and expand the boundaries of human understanding.

Imagine you’re a student embarking on a journey to explore a new topic, a researcher aiming to solve a complex problem, or an aspiring academic trying to contribute to your field. In each of these scenarios, research papers become your compass, guiding you through the vast sea of information. Whether they’re given to you by your mentors, discovered through your own curiosity, or sought out during your own research, research papers become your companions on this intellectual journey.

However, for many, the prospect of delving into a research paper can be overwhelming. Beginners often find themselves facing a maze of complex language, intricate ideas, and technical terms that might seem like a language of its own. The fear of not understanding everything, the uncertainty of where to start, and the sheer volume of information can create a sense of hesitation and apprehension.

Example: Imagine Sarah, a student who has just started her graduate studies. Her research advisor hands her a research paper related to her field and asks her to read and understand it. Sarah feels excited about the opportunity but also nervous because the paper seems full of unfamiliar terms and concepts.

In this scenario, Sarah’s experience is quite common. Many students and researchers, especially those new to a specific field, face similar challenges when approaching research papers. The paper might seem like a puzzle with missing pieces, and the academic language used can feel like a barrier to entry.

Knowing how to read a research paper is essential for anyone who wants to stay informed about the latest developments in their field of interest. Research papers are a primary source of information in academia and other professional settings, and they provide readers with insights into the latest research findings, theories, and ideas.

Being able to read and understand research papers allows individuals to stay up-to-date with current knowledge in their field, make informed decisions, and contribute to the advancement of their field.

Knowing how to read research papers is important for students and researchers, as it enables them to conduct research thoroughly and effectively. By learning how to read research papers critically, individuals can evaluate the quality and relevance of research studies and use this knowledge to inform their research projects.

A research paper is a document that presents the results of an original study or investigation. It is typically written by researchers or scholars in a specific field and is published in academic journals, conference proceedings, or other scholarly publications.

Research papers typically follow a specific format, including an introduction that outlines the research question, a methodology section that describes the study’s design and data collection methods, a results section that presents the findings, a discussion section that interprets the results and discusses their implications, and a conclusion that summarizes the main points of the study.

Research papers are used to communicate new knowledge and insights to other researchers, scholars, and professionals in a specific field. They are also used to advance knowledge and understanding in a given area, as well as to inform policy and decision-making.

• According to a survey of more than 4,000 researchers conducted by Nature in 2016, the average researcher reads about 22 papers per month or roughly 264 papers per year.
• Another survey of researchers published in PLOS ONE in 2018 found that respondents spent an average of 50 hours per week working on research-related tasks, with 11.1 hours per week dedicated specifically to reading and keeping up with the literature.
• A study published in the journal Research Policy in 2019 found that researchers in the social sciences and humanities tend to read more widely and less deeply than their peers in the natural sciences, likely due to differences in the types of research questions being addressed.
• A survey of graduate students conducted by the University of Wisconsin-Madison found that the most common challenges students face when reading research papers include difficulty understanding technical jargon, managing time effectively, and staying motivated.

Throughout this article, we will explore how to transform this initial uncertainty into confidence and joy. We’ll learn how to break down research papers, make sense of complex terms, and find the golden nuggets of knowledge hidden within. By the end, readers like Sarah will not only have a clearer understanding of how to approach research papers but will also feel empowered to navigate the academic landscape with enthusiasm.

So, let’s begin our journey of unravelling the mysteries of research papers and discovering how to read them with confidence and enjoyment.

Steps to Read the Research Paper

Imagine you’re in a library filled with books on various topics. Some of these books are exactly what you’re looking for, while others might not be as helpful. Just like in that library, when it comes to research papers, choosing the right ones can make a big difference in your journey of exploration and learning.

Example: Let’s meet Alex, a researcher passionate about environmental issues. He’s been assigned a project on sustainable energy solutions. Alex’s research supervisor hands him a stack of research papers related to renewable energy technologies. At first, Alex feels overwhelmed by the number of papers and isn’t sure where to begin.

In this scenario, Alex’s situation is quite common. The research supervisor has already put effort into collecting papers that are relevant to the project’s goals. These papers serve as a starting point, like a roadmap that guides Alex in the right direction.

Choosing the right research papers is crucial because it helps you focus your efforts on the information that matters most to you. Whether you’re assigned a set of papers or have the freedom to choose, opting for those that match your interests or project goals will keep you engaged and motivated. Just like Alex, who cares about sustainable energy, you’ll find that reading papers aligned with your passions makes the process more exciting and meaningful.

When faced with a pile of papers, it’s important to sort out the ones that will provide the most valuable insights. Start by reading the titles, abstracts, and keywords. These give you an idea of what the paper is about. Look for keywords that match your topic of interest. Additionally, consider the reputation of the journals or conferences where the papers were published. Papers from well-respected sources often carry more credibility.

Example: Going back to Alex, he starts by looking at the titles and abstracts of the research papers his supervisor provided. He identifies keywords like “renewable energy,” “solar panels,” and “wind turbines,” which are directly related to his project on sustainable energy solutions. He also notices that many of these papers were published in reputable journals known for their expertise in the field.

By selecting papers that resonate with his interests and project goals, and by using strategies like scanning titles and assessing credibility, Alex can narrow down his choices to the most relevant and reliable sources. This not only saves him time but also sets him up for a more productive and focused reading experience.

Imagine you’re exploring a new place. You start by looking at a map to get a sense of where things are located and what’s interesting to see. Similarly, when you approach a research paper, skimming through key sections is like looking at a map that helps you understand the paper’s structure and main ideas without diving into every detail.

Example: Meet Mia, a student assigned a research paper on the effects of climate change on marine life. She’s new to the topic and feels a bit overwhelmed by the paper’s length and technical terms.

Mia starts by reading the abstract, which is a summary of the paper’s main points. She also looks at the introduction to understand the context and the problem the paper addresses. Next, she jumps to the conclusion to see what the researchers have found. She pays attention to headings and subheadings, which give her a roadmap of the paper’s organization. Skimming helps her get a quick overview before she dives into the details.

Just like Mia, when you skim through a research paper’s key sections, you’re getting a sneak peek into its structure. The abstract gives you a concise summary of what the paper is about, the introduction sets the stage, and the conclusion tells you what the researchers discovered. Headings and subheadings guide you through the paper’s flow.

By skimming, you’re not reading every word but getting a feel for the paper’s main ideas and where they’re located. This approach lays the foundation for a better understanding when you start reading more carefully. It’s like looking at the map before you explore a new place—skimming gives you a sense of direction and helps you navigate the paper more effectively.

Mia’s skimming process has allowed her to gather essential keywords and main points without diving into the details. This approach provides her with a roadmap for deeper exploration and helps her understand the paper’s main ideas.

Imagine you’re reading a novel, and you come across a reference to an event that happened earlier in the story. To fully understand the significance of that reference, you need to know what happened before. Similarly, when reading a research paper, understanding the context is like unlocking the backstory—it helps you grasp the bigger picture and appreciate the paper’s contributions.

Example: Let’s meet Jake, a student researching the effects of technology on human communication. He’s reading a research paper titled “Social Media’s Impact on Interpersonal Relationships.” The paper cites several other studies and references related to technology and communication.

Jake realizes that to fully comprehend the paper’s arguments and findings, he must dig deeper into the references mentioned. These references provide the foundation on which the current paper is built. By investigating the cited studies, Jake can explore how other researchers have contributed to the field, gaining insight into the ongoing conversation about technology’s influence on human relationships.

As Jake delves into the cited references and related works, he begins to see the broader landscape in which this paper fits. Understanding the context allows him to appreciate the paper’s significance—how it builds upon existing knowledge, addresses gaps, or presents new insights. It’s like putting together puzzle pieces; each reference contributes to a clearer understanding of the whole picture. This awareness enhances Jake’s ability to evaluate the paper critically and engage in meaningful discussions about its findings.

Imagine you’re hiking up a mountain. You wouldn’t try to reach the summit in one go; you’d take it step by step, pausing to catch your breath and take in the view. Similarly, breaking down a research paper into manageable sections is the key to a successful climb toward understanding. It’s a journey of discovery that requires pacing and reflection.

Example: Let’s follow Emily, a student tackling a paper on “The Role of Artificial Intelligence in Healthcare.” The paper is lengthy and full of technical jargon.

Emily decides to divide the paper into sections for more focused reading. She starts with the introduction to understand the paper’s purpose and scope. Then, she moves to the methodology to grasp how the research was conducted. Next, she explores the results to see what was found. Finally, she reads the discussion to understand the implications and interpretations.

• Introduction: Emily begins by reading the introduction. Here, she expects to find the research question or hypothesis, the significance of the study, and the broader context of the topic. Understanding the introduction sets the foundation for comprehending the paper’s goals and scope.
• Methodology: Moving on to the methodology section, Emily looks for information on how the research was conducted. This includes details about the study design, data collection methods, and any tools or techniques used. Understanding the methodology helps Emily assess the study’s reliability and validity.
• Results: Emily then delves into the results section. Here, she expects to find the findings of the research presented in a structured manner—often through tables, graphs, or statistical analyses. This section allows Emily to understand the outcomes of the study.
• Discussion: Lastly, Emily explores the discussion section. In this part of the paper, the researchers interpret the results, relate them to existing literature, and discuss the implications of their findings. Emily gains insight into the broader context of the study and how it contributes to the field.

Throughout this step-by-step approach, Emily methodically breaks down each section of the paper, extracting valuable information and insights. This process enables her to comprehend the paper’s content deeply and connect the dots between its different components.

Emily recognizes the importance of taking breaks between each section. After reading the introduction, she takes a moment to think about the main points and how they connect. During her break, she might jot down any questions that arise or thoughts about the paper’s direction. This reflective pause helps Emily process the information and prepare her mind for the next section.

By adopting this approach, Emily doesn’t rush through the paper. She takes her time to break it down into manageable pieces, allowing her to understand each part thoroughly before moving on. Taking breaks between sections ensures that Emily retains valuable information and maintains a clear perspective as she progresses through the paper.

Visual aids—such as figures, graphs, and tables—are like guideposts on a journey through a research paper. They help navigate complex information, making it more accessible and understandable. Just as a map illustrates the terrain of a new place, visual aids illustrate the landscape of data and findings in a research paper. Learning how to interpret and analyze these visual aids is an essential skill for unravelling intricate details.

Example: Meet Alex, a student delving into a paper titled “Climate Change Trends: A Comparative Analysis.” This paper contains multiple graphs and tables depicting temperature changes over time.

Alex recognizes that visual aids play a crucial role in making complex information comprehensible. Graphs and tables visually represent data trends, making patterns and relationships evident at a glance. These aids condense vast amounts of information into easily digestible formats, allowing readers like Alex to grasp the paper’s key findings quickly.

• Read the labels and captions: Alex starts by carefully reading the labels and captions of the visual aids. He pays attention to the title, axis labels, and any additional notes. These labels provide context and guide his understanding of what the visual aid is illustrating.
• Analyze trends and patterns: Alex examines the visual aids for trends and patterns. For example, if he’s looking at a line graph depicting temperature changes over decades, he observes whether the lines are ascending, descending, or fluctuating. Identifying trends helps him connect the visual representation to the paper’s textual content.
• Compare and contrast: In a comparative analysis like Alex’s paper, he compares different graphs or tables to identify similarities and differences. This comparison aids in understanding the variations in temperature trends across different regions or time periods.
• Look for outliers or anomalies: Alex scans for any outliers or anomalies that deviate from the general pattern. These data points might hold crucial information and could be highlighted in the paper’s analysis.
• Consider scales and units: Alex pays attention to the scales and units used in the visual aids. Misinterpreting scales can lead to inaccurate conclusions. He ensures that he understands whether the scale is linear, logarithmic, or another type.
• Refer back to the text: Visual aids should complement the text. Alex frequently refers back to the relevant sections of the paper to cross-reference the visual data with the paper’s explanations.

By carefully analyzing the visual aids, Alex gains a deeper understanding of the paper’s data-driven insights. These aids serve as powerful tools for conveying complex information concisely and effectively.

Using these methods and analysis, Alex gains a comprehensive understanding of the visual aids within the research paper. This approach helps him interpret complex information effectively and make meaningful connections between the visual aids and the paper’s content.

Navigating a research paper can sometimes feel like deciphering a foreign language, especially when it’s laden with technical terms and jargon. However, just as you’d use a language dictionary to understand unfamiliar words, tackling technical jargon involves utilizing tools to enhance your comprehension and make sense of the intricate terminology.

Example: Let’s join Maya, a student exploring a paper titled “Quantum Computing’s Implications for Cryptography.” The paper is filled with terms like “qubits,” “superposition,” and “entanglement.”

Maya acknowledges the initial challenge of facing unfamiliar technical terms and jargon in the paper. She understands that these terms are specific to the field and may be difficult to grasp without proper context and explanation.

• Identify unfamiliar terms: As Maya reads the paper, she highlights technical terms she doesn’t understand. These terms act as roadblocks to her comprehension.
• Utilize resources: Maya turns to online dictionaries, academic resources, or textbooks to look up the meanings and explanations of unfamiliar terms. She searches for definitions that are relevant to the context of the paper.
• Make connections: After finding definitions, Maya relates them to the paper’s content. For instance, if the paper discusses “qubits,” she understands that they are the basic units of quantum information.
• Revisit the text: As Maya encounters the terms multiple times, she revisits their definitions to reinforce her understanding. Over time, these terms become less daunting.

Maya faces the challenge of encountering terms like “qubits,” “superposition,” and “entanglement” while reading her paper on quantum computing’s impact on cryptography. At first, these terms seem perplexing, but she realizes that tackling technical jargon is crucial for grasping the paper’s core concepts.

Maya turns to various online resources and academic materials to look up the definitions of these terms. For example, she learns that “qubits” are the fundamental building blocks of quantum computers, and “superposition” refers to a qubit’s ability to exist in multiple states simultaneously. Similarly, “entanglement” denotes the quantum phenomenon where qubits become intertwined regardless of their physical distance.

By understanding these definitions, Maya starts making connections between the technical terms and the paper’s explanations. She comprehends how concepts like superposition and entanglement play a role in quantum cryptography’s potential.

Maya doesn’t stop at looking up these terms just once. As she continues reading the paper, she revisits their definitions and reinforces her understanding. Over time, the jargon becomes less intimidating, and she gains confidence in discussing these concepts.

Through proactive efforts to understand technical jargon, Maya transforms the initial challenge into an opportunity for enhanced comprehension. By leveraging resources and making connections, she gains confidence in navigating the paper’s intricacies.

Engaging with research papers goes beyond passive reading—it involves active participation. Taking notes and summarizing key points not only aids comprehension but also enhances retention and critical thinking. Let’s explore how to craft effective summaries for each section, ensuring that the material becomes a coherent and meaningful resource.

Example: Consider Daniel, a student who is reading a paper on “Renewable Energy Integration in Smart Grids.” This paper delves into various aspects of integrating renewable energy sources into existing power grids.

Daniel understands that taking notes is a valuable tool for retaining information and capturing essential concepts. He realizes that summarizing sections helps him consolidate his understanding and facilitates quick reference.

• Introduction: Daniel starts by noting down the main research question, the significance of the study, and any hypotheses presented. He highlights the context and rationale behind investigating renewable energy integration in smart grids.
• Methodology: When summarizing the methodology section, Daniel focuses on the research design, data collection methods, and any experimental setups. He jots down key terms like “simulation models” and “load forecasting techniques.”
• Results: In this section, Daniel creates a summary that includes key findings, numerical data, and trends. He notes down specific figures or graphs that illustrate the outcomes of renewable energy integration on grid stability and energy distribution.
• Discussion: Daniel’s summary of the discussion section highlights the researchers’ interpretation of results, connections to existing literature, and potential implications. He captures debates and any unanswered questions raised by the paper.

Daniel’s approach to taking notes and summarizing helps him engage deeply with the paper. For instance, when summarizing the methodology, he notes the usage of simulation models to assess grid performance under different renewable energy scenarios. This understanding becomes a reference point for comprehending the paper’s technical details.

Similarly, in the discussion section, Daniel’s summary captures the researchers’ insights on the practical challenges of implementing renewable energy integration. He notes their suggestions for policy changes to promote a sustainable energy mix.

By actively creating summaries for each section, Daniel internalizes the paper’s content and forms a comprehensive overview. This method equips him to engage in discussions, write essays, and apply the paper’s insights in his own work.

VIII. Reflecting on the Paper’s Significance

Reflecting on a research paper’s broader implications is a valuable practice in any field. Let’s consider an example from computer science involving a paper titled “Deep Learning Approaches for Image Recognition in Autonomous Vehicles.”

Example: Meet Alex, a computer science graduate student focusing on artificial intelligence (AI) and autonomous systems. He comes across the paper “Deep Learning Approaches for Image Recognition in Autonomous Vehicles.”

Alex understands that while understanding the technical details is crucial, it’s equally important to reflect on how the paper’s findings could influence his field and his own research interests.

• Identify relevancy: Alex recognizes the paper’s direct relevance to his studies. His own research involves developing AI algorithms for object detection in autonomous vehicles, making the paper’s findings highly pertinent.
• Inspiration for improvements: The paper’s deep learning approaches and their success in image recognition spark ideas in Alex’s mind. He reflects on how he can refine his existing algorithms by incorporating some of the techniques mentioned in the paper.
• Broader impact: Beyond his specific research, Alex considers how the paper’s advancements in image recognition could influence the entire field of autonomous vehicles. He envisions more accurate and reliable self-driving cars, which could revolutionize transportation.

After carefully reading the paper, Alex takes a moment to reflect on its significance. He realizes that the paper’s deep learning approaches align perfectly with his own focus on AI algorithms for autonomous vehicles. This alignment prompts him to think beyond the immediate findings of the paper and consider how they might enhance his own research.

As he reflects, Alex is inspired to iterate on his current algorithms. He contemplates integrating the deep learning techniques mentioned in the paper to improve the accuracy and efficiency of object detection in autonomous vehicles. The paper serves as a catalyst for innovation within his own work.

Alex also considers the broader implications of the paper’s findings. He envisions a future where self-driving cars equipped with advanced image recognition capabilities can navigate complex urban environments with heightened safety. This reflection underscores the transformative potential of research in the field of autonomous systems.

By reflecting on the paper, Alex not only gains a deeper understanding of its content but also identifies actionable steps to enhance his own research endeavors. This practice of reflection and connection-building is essential for researchers aiming to contribute meaningfully to their field.

When reading research papers, there are several common ethical considerations to keep in mind. Here are a few potential biases or conflicts of interest to watch out for:

• Funding bias: Research that is funded by a particular organization or industry may be biased in favour of the funder’s interests. A study on the security of a particular software product that is funded by the company that produces that product may be biased in favour of the company’s interests.
• Publication bias: Journals may be more likely to publish research that confirms existing theories or that has statistically significant results, leading to a skewed representation of the research in the field.
• Conflicts of interest: Authors may have conflicts of interest, such as financial or personal connections to companies or products discussed in the research. An author who works for a company that develops facial recognition technology may have financial connections to that company that could influence their research or conclusions.
• Researcher bias: Researchers may have their own biases or assumptions that influence their research questions, methods, and conclusions. A researcher who believes that a certain programming language is superior may unintentionally select methods or interpret data in a way that confirms their pre-existing beliefs.
• Sampling bias: Researchers may inadvertently or intentionally select a non-representative sample for their study, leading to skewed results. A study on using a particular technology may only include participants from a certain demographic group, such as those with access to high-speed internet, and may not be representative of the broader population.
• Plagiarism: It’s important to ensure that the research paper you’re reading is original and not plagiarized from other sources. A researcher may copy code or sections of another author’s work into their paper without proper attribution, violating academic standards for originality. You can visit my blog post on The Consequences of Plagiarism: What You Need to Know? for the implications of plagiarism.
• Ethical considerations for research participants: If the research involves human or animal participants, it’s important to ensure that ethical standards were followed, such as obtaining informed consent and minimizing harm to participants. A study on the effects of a particular technology may have ethical concerns if participants were not fully informed about the potential risks and benefits of the technology or if their privacy and data security were not adequately protected.

By being aware of these potential biases and ethical considerations, readers can critically evaluate research papers and make informed decisions about the reliability and relevance of the research.

A List of additional resources for learning how to read research papers effectively

• “How to Read a Paper: The Basics of Evidence-Based Medicine” by Trisha Greenhalgh : This book provides a practical guide to reading research papers in medicine and healthcare. It covers topics such as understanding study designs, critically appraising research papers, and applying evidence to clinical practice.
• “The Craft of Research” by Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams: This book offers practical advice on how to conduct research and write research papers. It covers topics such as how to evaluate sources, how to organize and structure research papers, and how to write clearly and effectively.
• Online courses: Several universities and organizations offer online courses on how to read research papers effectively. For example, the UDEMY offers a course called “How to Read and Interpret a Scientific Paper, “.
• Research journals and articles: Reading research journals and articles in your field can be a great way to learn how to read research papers effectively. By reading papers in your field, you can become familiar with the language, structure, and methodology used in research papers.
• Workshops and conferences: Attending workshops and conferences in your field can also be a great way to learn how to read research papers effectively. These events often offer training sessions and presentations on topics such as how to critically appraise research papers, how to evaluate sources, and how to write research papers.

By exploring these additional resources, you can develop the skills and knowledge needed to read research papers effectively and stay up-to-date with developments in your field.

Before You Close…..

After reading the research paper, you may be inspired to write a survey paper or a working paper. In such a scenario, I have written the following papers, which will guide you through the research paper writing journey.

• How to Write Better Survey Paper in 06 Easy Steps
• Writing an Effective Research Paper with 11 Major Sections

Reading research papers is not just a task; it’s a transformative journey that leads to knowledge expansion, critical thinking enhancement, and the cultivation of a growth mindset. As you’ve learned, approaching research papers strategically can turn a seemingly daunting task into an opportunity for personal and professional growth. Each step, from choosing the right papers to engaging in discussions, contributes to your evolving expertise.

Remember, research papers are the bridges connecting you to the vast realm of human knowledge. They provide insights, spark ideas, and challenge your intellect. Through skimming, analyzing visual aids, reflecting on significance, and engaging in discussions, you’re equipped with an arsenal of techniques to decode even the most complex papers.

Your journey doesn’t stop here. As you continue to read research papers, you’ll find yourself becoming more adept at deciphering intricate concepts, extracting essential information, and applying newfound insights to your work. The practice of critically evaluating research papers empowers you to differentiate between credible and dubious sources, contributing to the integrity of your research pursuits.

Every research paper you engage with is an opportunity for intellectual growth, a stepping stone toward mastering the art of academic exploration. So, embrace the challenge, dive into the content, and emerge with a deeper understanding of the world’s evolving knowledge landscape. As you uncover the treasures hidden within the pages of research papers, you’re not just a reader—you’re a knowledge explorer, shaping the future of your field.

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How to Read Research Papers Quickly and Efficiently

If you are at that point when you are asking if you are reading sufficient research papers or if you have done enough literature review, then you should read along. These are common questions when conducting research, especially during the postgraduate years. We may be interested in a research topic but knowing how to read research papers quickly and identifying a research gap is different. As researchers, we need to do extensive reading to know what has been done before or where other scholars have left a gap for us to continue in their footsteps and fill those gaps in knowledge.

Table of Contents

Are reading and comprehension the same when it comes to research articles? Not necessarily.

Learning how to read research papers quickly is not just about your reading speed, it is about how efficient your reading is. To read a scientific paper efficiently means maximum productivity without wasted effort. To this end, I would like to offer some tips for reading scientific articles that helped me get through my PhD and postdoctoral years (and they still apply today):

• To understand how to read research papers efficiently, go to the basics. Determine the relevance of the article ; start with the Abstract, then jump straight to the Conclusions. Reading articles can be time-consuming but if the aims and implications are clear, then you know if an article is worth the read. This tip works because some articles may be very interesting, but the key implications are sometimes not clearly highlighted. Hence by reading the Abstract and Conclusions, we can avoid spending a lot of time struggling to get the main message.
• Try not to read every scientific article that has covered your topic of interest.  Filter your literature search  by prioritizing the most cited papers within your field and subfield (because it often provides those first insights) and the most recent studies. Let me put this into context–– knowing that evapotranspiration increases with temperature does not need ten citations; however, the effect of some microorganisms on the gut microbiota will depend on the circumstances, hence the details are important and the more we know what can affect our topic, the more we can understand the responses observed.
• Sieving through the available literature in your field is an effort-intensive process, so  focus on reading research articles that have high citations . This works because these papers may likely have been published in high-ranking journals, and also because they have great searchability, which means they have high relevance to your topic.
• Try to  avoid reading older articles  because these references may often become irrelevant and outdated with rapid advances in technology. However, under exceptional circumstances (e.g., seminal work) you can simply find the original study and then perhaps use a newer reference where some practical modifications have been made –– if these are applicable to your study. Established methods or procedures don’t change much unless new equipment becomes available, but it’s critical to stay updated on the latest developments in our field.
• Keywords can help to find important information but also in reading research articles. You may still find some articles that are difficult to get through because of the wordiness or the unnecessary heavy language. For these, use the Abstract and Conclusion to highlight the key findings, and then delve into the detail where necessary.  Using keywords to scan for key passages within the article  can also help you save some time and ensure you read and comprehend the article more effectively.
• If you are starting your PhD and wondering how to read papers efficiently, be sure to  set up notifications for when content related to your specific topic becomes available . While you can search through available literature, setting up publication alerts helps ensure you read relevant literature faster and can stay on top of new developments while you conduct your research.

As scientists, reading scientific papers is not just needed during your degree years but all through your career. And when it comes to tips for reading scientific papers, just remember there is no such thing as too much reading.. Finally, we never stop learning, and we should never do so… science advances very quickly and ever so more now. Embrace it!

R Discovery is a literature search and research reading platform that accelerates your research discovery journey by keeping you updated on the latest, most relevant scholarly content. With 250M+ research articles sourced from trusted aggregators like CrossRef, Unpaywall, PubMed, PubMed Central, Open Alex and top publishing houses like Springer Nature, JAMA, IOP, Taylor & Francis, NEJM, BMJ, Karger, SAGE, Emerald Publishing and more, R Discovery puts a world of research at your fingertips.  

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How the Science of Reading Informs 21st‐Century Education

The science of reading should be informed by an evolving evidence base built upon the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at-risk readers. The recent resurfacing of questions about what constitutes the science of reading is leading to misinformation in the public space that may be viewed by educational stakeholders as merely differences of opinion among scientists. Our goals in this paper are to revisit the science of reading through an epistemological lens to clarify what constitutes evidence in the science of reading and to offer a critical evaluation of the evidence provided by the science of reading. To this end, we summarize those things that we believe have compelling evidence, promising evidence, or a lack of compelling evidence. We conclude with a discussion of areas of focus that we believe will advance the science of reading to meet the needs of all children in the 21st century.

For more than 100 years, the question of how best to teach children to read has been debated in what has been termed the “reading wars”. The debate cyclically fades into the background only to reemerge, often with the same points of conflict. We believe that this cycle is not helpful for promoting the best outcomes for children’s educational success. Our goal in this paper is to make an honest and critical appraisal of the science of reading, defining what it is, how we build a case for evidence, summarizing those things for which the science of reading has provided unequivocal answers, providing a discussion of things we do not know but that may have been “oversold,” identifying areas for which evidence is promising but not yet compelling, and thinking ahead about how the science of reading can better serve all stakeholders in children’s educational achievements.

At its core, scientific inquiry is the same in all fields. Scientific research, whether in education, physics, anthropology, molecular biology, or economics, is a continual process of rigorous reasoning supported by a dynamic interplay among methods, theories, and findings. It builds understandings in the form of models or theories that can be tested. Advances in scientific knowledge are achieved by the self-regulating norms of the scientific community over time, not, as sometimes believed, by the mechanistic application of a particular scientific method to a static set of questions (National Research Council, 2002, p. 2).

What is the Science of Reading and Why are we Still Debating it?

The “science of reading” is a phrase representing the accumulated knowledge about reading, reading development, and best practices for reading instruction obtained by the use of the scientific method. We recognize that the accrual of scientific knowledge related to reading is ever evolving, at times circuitous, and not without controversy. Nonetheless, the knowledge base on the science of reading is vast. In the last decade alone, over 14,000 peer-reviewed articles have been published in journals that included the keyword “reading” based on a PsycINFO search. Although many of these studies likely focused on a sliver of the reading process individually, collectively, research studies with a focus on reading have yielded a substantial knowledge base of stable findings based on the science of reading. Taken together, the science of reading helps a diverse set of educational shareholders across institutions (e.g., preschools, schools, universities), communities, and families to make informed choices about how to effectively promote literacy skills that foster healthy and productive lives ( DeWalt & Hink, 2009 ; Rayner et al., 2001 ).

An interesting question concerning the science of reading is “Why is there a debate surrounding the science of reading?” Although there are certainly disputes within the scientific community regarding best practices and new areas of research inquiry, most of the current debate seems to settle upon what constitutes scientific evidence, how much value we should place on scientific evidence as opposed to other forms of knowledge, and how preservice teachers should be instructed to teach reading ( Brady, 2020 ). The current disagreement in what constitutes the scientific evidence of reading (e.g., Calkins, 2020 ) is not new. During the last round of the “reading wars” in the late 1990’s and early 2000’s these same issues were discussed and debated. Much of the debate focused on conflicting views in epistemology between constructivists and positivists on the basic mechanisms associated with reading development. Constructivists, such as Goodman (1967) and Smith (1971) , believed that reading was a “natural act” akin to learning language and thus emphasized giving children the opportunity to discover meaning through experiences in a literacy-rich environment. In contrast, positivists, such as Chall (1967) and Flesch (1955) , made strong distinctions between innate language learning and the effortful learning required to acquire reading skills. Positivists argued for explicit instruction to help foster understanding of how the written code mapped onto language, whereas constructivists encouraged children to engage in a “psycholinguistic guessing game” in which readers use their graphic, semantic, and syntactic knowledge (known as the three cuing system) to guess the meaning of a printed word.

Research clearly indicates that skilled reading involves the consolidation of orthographic and phonological word forms ( Dehene, 2011 ). Work in cognitive neuroscience indicates that a small region of the left ventral visual cortex becomes specialized for this purpose. As children learn to read, they recruit neurons from a small region of the left ventral visual cortex within the left occipitotemporal cortex region (i.e., visual word form area) that are tuned to language-dependent parameters through connectivity to perisylvian language areas ( Dehaene-Lambertz et al., 2018 ). This provides an efficient circuit for grapheme-phoneme conversion and lexical access allowing efficient word-reading skills to develop. These studies provide direct evidence for how teaching alters the human brain by repurposing some visual regions toward the shapes of letters, suggesting that cultural inventions, such as written language, modify evolutionarily older brain regions. Furthermore, studies suggest that instruction focusing on the link between orthography and phonology promote this brain reorganization (e.g., Dehaene, 2011 ). Yet, arguments between philosophical constructivists and philosophical positivists on what constitutes the science of reading and how it informs instruction remain active today (e.g., Castles et al., 2018 ). In a recent interview with Emily Hanford, Ken Goodman defended his advocacy for the three cuing system saying that the three-cueing theory is based on years of observational research. In his view, three cueing is perfectly valid, drawn from a different kind of evidence than what scientists collect in their lab and later he stated that “my science is different” ( Hanford, 2019 ).

As scientists at the Florida Center for Reading Research, we are often frustrated when what we view to be the empirically supported evidence base about the reading process are distorted or denied in communications directed to the public and to teachers. However, Stanovich (2003) posited that “in many cases, the facts are secondary—what is being denied are the styles of reasoning that gave rise to the facts; what is being denied is closer to a worldview than an empirical finding. Many of these styles are implicit; we are not conscious of them as explicit rules of behavior” (pp. 106-107). Stanovich proposed five different dimensions that represent “styles” of generating knowledge about reading. For our purposes, here, we focus on the first dimension: the correspondence versus coherence theory of truth. It hits at the heart of how people believe something to be true. People who believe that a real world exists independent of their beliefs, and that interrogating this world using rigorous principles to gain knowledge is a fruitful activity are said to subscribe to the correspondence theory of truth. In contrast, those who subscribe to the coherence theory of truth believe that something is “true” if the beliefs about something fit together in a logical way. In essence, something is true if it makes sense.

Stanovich believed these differing truth systems might lie at the heart of the disagreements surrounding the science of reading. One side shouting, “Look at this mountain of evidence! How can you not believe it?” and the other side shouting, “It doesn’t make sense! It doesn’t match up with our experiences! Why should we value your knowledge above our own?!” By approaching the science of reading from the perspective of the correspondence theory of truth, we consider how compelling evidence can be generated, what we believe is the compelling evidence, what we think lacks evidence, and what we think is promising evidence.

How We Build a Case for Compelling Evidence

Research is the means by which we acquire and understand knowledge about the world ( Dane, 1990 ) to create scientific principles. Relatively few scientists would argue with the importance of using research evidence to support a principle or to make claims about reading development and the quality of reading instruction. Where significant divergence often occurs is in response to policy statements that categorize research claims and instructional strategies into those with greater or lesser levels of evidence. This divergence is typically rooted in applied epistemology, which can be understood as the study of whether the means by which we study evidence are themselves well designed to lead to valid conclusions. Researchers often frame the science of reading from divergent applied epistemological perspectives. Thus, two scientists who approach the science of reading with different epistemologies will both suggest that they have principled understandings and explanations for how children learn to read; yet, the means by which those understandings and explanations were derived are often distinct.

The correspondence and coherence theories of truth described above are examples of explanations from contrasting epistemological perspectives. Consistent with these perspectives, researchers approaching the science of reading using a correspondence theory typically prioritize deductive methods, which embed hypothesis testing, precise operationalization of constructs, and efforts to decouple the researchers’ beliefs from their interpretation and generalization of empirical evidence. Researchers approaching the science of reading using a coherence theory of truth typically prioritize more inductive methods, such as phenomenological, ethnographic, and grounded theory approaches that embed focus on the meaning and understanding that comes through a person’s lived experience and where the scientist’s own observations shape meaning and principles (e.g., Israel & Duffy, 2014 ).

When the National Research Council published Scientific Research in Education (2002), a significant amount of criticism levied against the report boiled down to differences in epistemological perspectives. Yet, these genuine contrasts can often obscure contributions to the science of reading that derive from multiple applied epistemologies. Observational research, using both inductive (e.g., case studies) and deductive (e.g., correlational studies) approaches, substantively informs the development of theories and of novel instructional approaches (e.g., Scruggs et al., 2007 ). Public health research offers a useful parallel. As it would be unethical to establish a causal link from smoking cigarettes to lung cancer through a randomized controlled trial, that field instead used well-designed observational studies to derive claims and principles. These findings then informed later stages in the broader program of research, including randomized controlled trials of interventions for smoking cessation.

In the science of reading, principles and instructional strategies should indeed capitalize on a program of research inclusive of multiple methodologies. Yet, as the public health domain ultimately takes direction from the efficacy of smoking cessation programs, so too must the science of reading take direction from theoretically informed and well-designed experimental and quasi-experimental studies of promising strategies when the intention is to evaluate instructional practices. The use of experimental (i.e., randomized trials) and quasi-experimental (e.g., regression discontinuity, propensity score matching, interrupted time series) designs, in which an intervention is competed against counterfactual conditions, such as typical practice or alternative interventions, provides the strongest causal credibility regarding which instructional strategies are effective. The What Works Clearinghouse (WWC) of the Institute of Education Sciences (e.g., What Works Clearinghouse, 2020) and the Every Student Succeeds Act (ESSA; Every Student Succeeds Act, 2015 ) are efforts by the US Department of Education to hierarchically characterize the levels of evidence currently available for instructional practices in education. The WWC uses a review framework, developed by methodological and statistical experts, for evaluating the quality and scope of evidence for specific instructional practices based on features of the design, implementation, and analysis of studies. Similarly, ESSA uses four tiers that focus on both the design of the study and the results of the study in which the tiers differ based on the quantity of evidence and quality of evidence supporting an approach. For both WWC and ESSA, quantity of evidence refers to the number of well-designed and well-implemented studies, and quality of evidence is defined by the ability of a study’s methods to allow for alternative explanations of a finding to be ruled out, for which the randomized controlled trial provides the strongest method.

As outlined above, the “science of reading” utilizes multiple research approaches to generate ideas about reading. Ultimately, the highest priority in the science of reading should be the replicable and generalizable knowledge from observational and experimental methods, rooted in a deductive research approach to knowledge generation that is framed in a correspondence theory of truth. In this manner, the accumulated evidence is built on a research foundation by which theories, principles, and hypotheses have been subjected to rigorous empirical scrutiny to determine the degree to which they hold up across variations in samples, measures, and contexts. In the following sections, we summarize issues related to the nature, development, and instruction of reading for which we believe the science of reading either has or has not yielded compelling evidence, identify what we believe are promising areas for which sufficient evidence has not yet accumulated, and suggest a number of areas that we believe will help move the science of reading forward, increasing knowledge and enhancing its positive impacts for a variety of stakeholders.

Compelling Evidence in the Science of Reading

In this section, we focus on a number of findings centrally important for understanding the development and teaching of reading in alphabetic languages. The evidence base provides answers varying across orthographic regularity (e.g., English vs. Spanish), reading subskill (i.e., decoding vs. comprehension), grade range or developmental level (e.g., early childhood, elementary, adolescence), and linguistic diversity (e.g., English language learners, dialect speakers).

There are large differences among alphabetic languages in the rules for how graphemes represent sounds in words (i.e., a language’s orthography). In languages like Spanish and Finnish there is a near one-to-one relation between letters and sounds. The letter-sound coding in these languages is transparent, and they have shallow orthographies. In other languages, most notably English, there is often not a one-to-one relation between letters and sounds. The letter-sound coding in these languages is opaque, and they have deep orthographies. Children must learn which words cannot be decoded based solely on letter-sound correspondence (e.g., two, knight, laugh) and learn to match these irregular spellings to the words they represent. Where a language’s orthography falls on the shallow-deep dimension affects how quickly children develop accurate and fluent word-reading skills ( Ellis et al., 2004 ; Ziegler & Goswami, 2005 ) and how much instruction on foundational reading skills is likely needed. Studies indicate that children learning to read in English are slower to acquire decoding skills (e.g., Caravolas et al., 2013 ). Ziegler et al. (1997) reported that 69% of monosyllabic words in English were consistent in spelling-to-phonology mappings and 31% of the phonology-to-spelling mappings were consistent. Thus, in teaching children to read in English, the “grain size” of phoneme, onset-rime, and whole word matters ( Ziegler & Goswami, 2005 ) and the preservation of morphological regularities in English spelling matters (e.g., vine vs. vineyard ).

Gough and Tunmer’s (1986) “simple view of reading” model, which is supported by a significant amount of research, provides a useful framework for conceptualizing the development of reading skills across time. It also frames the elements for which it is necessary to provide instructional support. The ultimate goal of reading is to extract and construct meaning from text for a purpose. For this task to be successful, however, the reader needs skills in both word decoding and linguistic comprehension. Weaknesses in either area will reduce the capacity to achieve the goal of reading. Decoding skills and linguistic comprehension make independent contributions to the prediction of reading comprehension across diverse populations of readers ( Kershaw & Schatschneider, 2012 ; Sabatini et al., 2010 ; Vellutino, et al., 2007 ). Results of several studies employing measurement strategies that allow modeling of each component as a latent variable indicate that decoding and linguistic comprehension account for almost all of the variance in reading comprehension (e.g., Foorman et al., 2015 ; Lonigan et al., 2018 ). The relative influence of these skill domains, however, changes across development. The importance of decoding skill in explaining variance in reading comprehension decreases across grades whereas the importance of linguistic comprehension increases (e.g., Catts et al., 2005 ; Foorman et al., 2018 ; García & Cain, 2014 ; Lonigan et al., 2018 ). By the time children are in high school linguistic comprehension and reading comprehension essentially form a single dimension (e.g., Foorman et al., 2018 ).

Children’s knowledge of the alphabetic principle (i.e., how letters and sounds connect) and knowledge of the morphophonemic nature of English are necessary to create the high-quality lexical representations essential to accurate and efficient decoding ( Ehri, 2005 ; Perfetti, 2007 ). Acquiring the alphabetic principle is dependent on understanding that words are composed of smaller sounds (i.e., phonological awareness, PA) and alphabet knowledge (AK). Both PA and AK are substantial correlates and predictors of decoding skills (e.g., Wagner & Torgesen, 1987 ; Wagner et al., 1994 ). Prior to formal reading instruction, children are developing PA and AK as well as other early literacy skills that are related to later decoding skills following formal reading instruction ( Lonigan et al., 2009 ; Lonigan et al., 1998 ; National Early Literacy Panel [NELP], 2008 ; Whitehurst & Lonigan, 1998 ). Reading comprehension takes advantage of the reader’s ability to understand language. In most languages, written language and spoken language have high levels of overlap in their basic structure. Longitudinal studies indicate that linguistic comprehension skills from early childhood predict reading comprehension at the end of elementary school ( Catts et al., 2015 ; Language and Reading Research Consortium & Chiu, 2018 ; Mancilla-Martinez & Lesaux, 2010 ; Storch & Whitehurst, 2002 ; Verhoeven & Van Leeuwe, 2008 ). The developmental precursors to skilled reading are present prior to school entry. Consequently, differences between children in the development of these skills forecast later differences in reading skills and are useful for identifying children at risk for reading difficulties.

The science of reading provides numerous clear answers about the type and focus of reading instruction for the subskills of reading, depending on where children are on the continuum of reading development and children’s linguistic backgrounds. Much of this knowledge is summarized in the practice guides produced by the Institute of Education Sciences ( Baker et al., 2014 ; Foorman et al., 2016a ; Gersten et al., 2007 , 2008 ; Kamil et al., 2008 ; Shanahan et al., 2010 ) and in meta-analytic summaries of research (e.g., Berkeley et al., 2012 ; Ehri, Nunes, Stahl et al., 2001 ; Ehri, Nunes, Willows et al., 2001 ; NELP, 2008 ; Therrien, 2004 ; Wanzek et al., 2013 , 2016 ). Whereas the practice guides list several best practices, here we emphasize those practices classified as supported by strong or moderate evidence based on WWC standards.

Since the publication of the Report of the National Reading Panel ( National Institute of Child Health and Human Development, 2000 ) and supported by subsequent research (e.g., Gersten et al., 2017a ; Foorman et al., 2016a ), it is clear that a large evidence base provides strong support for the explicit and systematic instruction of the component and foundational skills of decoding and decoding itself. That is, teaching children phonological awareness and letter knowledge, particularly when combined, results in improved word-decoding skills. Teaching children to decode words using systematic and explicit phonics instruction results in improved word-decoding skills. Such instruction is effective both for monolingual English-speaking children and children whose home language is other than English (i.e., dual-language learners; Baker et al., 2014 ; Gersten et al., 2007 ) as well as children who are having difficulties learning to read or who have an identified reading disability ( Ehri, Nunes, Stahl et al., 2001 ; Gersten et al., 2008 ). Additionally, providing children with frequent opportunities to read connected text supports the development of word-reading accuracy and fluency as well as comprehension skills ( Foorman et al., 2016a ; Therrien, 2004 ).

Similarly, a number of instructional activities to promote the development of reading comprehension have strong or moderate supporting evidence. For younger children, teaching children how to use comprehension strategies and how to utilize the organizational structure of a text to understand, learn, and retain content supports better reading comprehension ( Shanahan et al., 2010 ). For older children, teaching the use of comprehension strategies also enhances reading comprehension ( Kamil et al., 2008 ) as does explicit instruction in key vocabulary, providing opportunities for extended discussion of texts, and providing instruction on foundational reading skills when children lack these skills; such instructional approaches are also effective for children with significant reading difficulties ( Berkeley et al., 2012 ; Kamil et al., 2008 ).

Lack of Compelling Evidence in the Science of Reading

In the above section, practices were highlighted that have sufficient evidence to warrant their widespread use. In this section, we address reading practices for which there is a lack of compelling evidence. Some practices have simply not yet been scientifically evaluated. Other practices have been evaluated, but either the evidence does not support their use based on the generalizability of the results or the studies in which they were evaluated were not of sufficient quality to meet a minimal standard of evidence (e.g., WWC standards). Although we lack sufficient space to present a comprehensive list of practices that do not have compelling evidence, we provide examples of practices that are commonplace and vary in the degree to which they have been scientifically studied.

Evidence-based decision making regarding effective literacy programs and practices for classroom use can be difficult. Often, there is no evidence of effectiveness for a program or the evidence is of poor quality. For instance, of the five most popular reading programs used nationwide (i.e., Units of Study for Teaching Reading, Journeys, Into Reading, Leveled Literacy Intervention and Reading Recovery; Schwartz, 1999) only Leveled Literacy Intervention and Reading Recovery, both interventions for struggling readers, have studies that meet WWC standards. The evidence indicates that there were mixed effects across outcomes for Leveled Literacy Intervention and positive or potentially positive effects for Reading Recovery (e.g., Chapman & Tunmer, 2016 ). Classroom reading programs are typically built around the notion of evidence-informed practices – teaching approaches that are grounded in quality research – but have not been subjected to direct scientific evaluation. As a consequence, it is currently impossible for schools to select basal reading programs that adhere to strict evidence-based standards (e.g., ESSA, 2015 ). As an alternative, schools must develop selection criteria for choosing classroom reading programs informed by the growing scientific evidence on instructional factors that support early reading development (e.g., Castles et al., 2018 ; Foorman et al.2017 ; Rayner et al., 2001 ).

Common instructional approaches that lack generalizable empirical support include such practices as close reading ( Welsch et al., 2019 ), use of decodable text ( Jenkins et al., 2004 ), sustained silent reading ( NICHD, 2000 ), multisensory approaches ( Birsh, 2011 ), and the three-cueing system to support word recognition development (Seidenberg, 2017). Some of these instructional approaches rest on sound theoretical and pedagogical grounds. For example, giving beginning readers the opportunity to read decodable texts provides practice applying the grapheme-phoneme relations they have learned to successfully decode words ( Foorman et al., 2016a ), thus building lexical memory to support word reading accuracy and automaticity (Ehri, this issue). However, the only study to experimentally examine the impact of reading more versus less decodable texts as part of an early intervention phonics program for at risk first graders found no differences between the two groups on any of the posttest measures ( Jenkins et al., 2004 ). Such a result does not rule out the possibility of the usefulness of decodable texts but rather indicates the need to disentangle the active ingredients of effective interventions to specify what to use, when, how often, and for whom.

Similarly, multisensory approaches (e.g., Orton-Gillingham) that teach reading by using multiple senses (i.e., sight, hearing, touch, and movement) to help children make systematic connections between language, letters, and words ( Birsh, 2011 ) are commonplace and have considerable clinical support for facilitating reading development in children who struggle to learn to read. However, there is little scientific evidence that indicates that a multisensory approach is more effective than similarly structured phonological-based approaches that do not include a strong multisensory component (e.g., Boyer & Ehri, 2011 ; Ritchey & Goeke, 2006 ; Torgesen et al., 2001 ). With further research, we may find that a multisensory component is a critical ingredient of intervention for struggling readers, but we lack this empirical evidence currently.

Instruction in reading comprehension is another area where despite some studies showing moderate or strong support (see section on compelling evidence) other practices are employed despite limited support for them (e.g., Boulay et al., 2015 ). The complexity of reading comprehension relies on numerous cognitive resources and background knowledge; as a result, intervention directed exclusively at one component or another is not likely to be that impactful. For example, research shows a clear relation between breadth and depth of vocabulary and reading comprehension ( Wagner et al., 2007 ). One implication of this relation is that teaching vocabulary could improve reading comprehension. Numerous studies have tested this implication using instructional approaches that vary from teaching words in isolation to practices that involve instruction in the use of context to learn the meaning of unfamiliar words. Instruction has also included strategies to determine meaning of words through word study and morphological analysis (e.g., Beck & McKeown, 2007 ; Lesaux et al., 2014 ). Although these practices have been effective in increasing vocabulary knowledge of the words taught, there is limited evidence of transfer to untaught words (as measured by standardized measures) or to improvement in general reading comprehension ( Elleman et al., 2009 ; Lesaux et al., 2010 ). Such findings do not mean that vocabulary instruction is not a useful practice; rather, by itself, it is not sufficient to improve reading comprehension. To make meaningful gains, intervention for reading comprehension likely requires addressing multiple components of language as well as teaching content knowledge (see next section) to make sizable gains.

Other instructional practices go directly against what is known from the science of reading. For example, the three-cueing approach to support early word recognition (i.e., relying on a combination of semantic, syntactic, and graphophonic cues simultaneously to formulate an intelligent hypothesis about a word’s identity) ignores 40 years of overwhelming evidence that orthographic mapping involves the formation of letter-sound connections to bond spelling, pronunciation, and meaning of specific words in memory (see Ehri, this issue). Moreover, relying on alternative cuing systems impedes the building of automatic word-recognition skill that is the hallmark of skilled word reading ( Stanovich, 1990 ; 1991 ). The English orthography, being both alphabetic-phonemic and morpho-phonemic, clearly privileges the use of various levels of grapheme-phoneme correspondences to read words ( Frost, 2012 ), with rapid context-free word recognition being the process that most clearly distinguishes good from poor readers ( Perfetti, 1992 ; Stanovich, 1980 ). Guessing at a word amounts to a lost learning trial to help children learn the orthography of the word and thus reduce the need to guess the word in the future ( Castles et al., 2018 ; Share, 1995 ).

Similarly, alternative approaches to improving reading skills for struggling readers often fall well outside the scientific consensus regarding sources of reading difficulties. Some of these approaches are based on the tenet that temporal processing deficits in the auditory (e.g., Tallal, 1984 ) and visual (e.g., Stein, 2019 ) systems of the brain are causally related to poor word-reading development. Although there is some evidence that typically developing and struggling readers differ on measures tapping auditory ( Casini et al., 2018 ; Protopapas, 2014 ) and visual (e.g., Eden et al., 1995; Olson & Datta, 2002 ) processing skill, there is little evidence to support the use of instructional programs designed to improve auditory or visual systems to ameliorate reading problems ( Strong et al., 2011 ). Further, interventions designed to decrease visual confusion (e.g., Dyslexie font) or modify transient channel processing (e.g., Irlen lenses) to improve reading skill for children with reading disability have also failed to garner scientific support ( Hyatt et al., 2009 ; Iovino et al., 1998 ; Marinus et al., 2016 ). Similarly, although use of video games to improve reading via enhanced visual attention is reported to be an effective intervention for children with reading disability ( Peters et al., 2019 ), studies of this supplemental intervention approach have not compared it to standard supplemental approaches. Finally, studies of interventions designed to enhance other cognitive processes, such as working memory, also lack evidence effectiveness in terms of improved reading-related outcomes (e.g., Melby-Lervåg et al., 2016 ).

Promising but Not (Yet) Compelling Evidence in the Science of Reading

There are many promising areas of research that are poised to provide compelling evidence to inform the science of reading in the coming years. As we do not have space to provide a comprehensive list, we highlight only a few promising areas in prevention research and elementary education research.

Promising Directions in Prevention Research

Research on the prevention of reading problems is critical for our ability to reduce the number of children who struggle learning to read. One area of prevention research that has great promise but needs more evidence is how to more fully develop preschoolers’ language abilities that support later reading success. Both correlational and experimental findings indicate that providing children with opportunities to engage in high-quality conversations, coupled with exposure to advanced language models, matters for language development ( Cabell et al., 2015 ; Dickinson & Porche, 2011 ; Lonigan et al., 2011 ; Wasik & Hindman, 2018). Yet, most programs have a more robust impact on children’s proximal language learning (i.e., learning taught words) than on generalized language learning as measured with standardized assessments ( Marulis & Neuman, 2010 ).

Promising studies that have demonstrated significant effects on children’s general language development elucidate potential points of leverage. First, improving the connection between the school and home contexts by including parents as partners can promote synergistic learning for children as language-learning activities in school and home settings are increasingly aligned (e.g., Lonigan & Whitehurst, 1998 ). A second leverage point is increasing attention to children’s active use of language in the classroom to promote a rich dialogue between children and adults (e.g., Lonigan et al., 2011 ; Wasik & Hindman, 2018). A third leverage point is integrating content area instruction into early literacy instruction to improve language learning, for example, building children’s conceptual knowledge of the social and natural world and teaching vocabulary words within the context of related ideas (e.g., Gonzalez et al., 2011 ).

Promising Directions in Elementary Education Research

We present two promising areas in reading research with elementary-age students, one focused on improving linguistic comprehension and one focused on improving decoding, consistent with the simple view of reading.

The knowledge a reader brings to a text is the chief determinant of whether the reader will understand that text ( Anderson & Pearson, 1984 ). Thus, building knowledge is an essential, yet neglected, part of improving linguistic comprehension (Cabell & Hwang, this issue). Teaching reading is most often approached in early elementary classrooms as a subject that is independent from other subjects, such as science and social studies ( Palinscar & Duke, 2004 ). As such, reading is taught using curricula that do not systematically build children’s knowledge of the social and natural world. Instruction in reading and the content areas does not have to be an either/or proposition. Rather, the teaching of reading and of content-area learning can be simultaneously taught and integrated to powerfully impact children’s learning of both reading and content knowledge (e.g., Connor et al., 2017 ; Kim et al., 2020 ; Williams et al., 2014 ). This area of research is promising but not yet compelling, due to the small number of experimental and quasi-experimental studies that have examined either integrated content-area and literacy instruction or content-rich English Language Arts instruction in K-5 settings (approximately 31 studies). Through meta-analysis, this corpus of studies demonstrates that combining knowledge building and literacy approaches has a positive impact on both vocabulary and comprehension outcomes for elementary-age children ( Hwang et al., 2019 ). Further rigorous studies are needed that test widely used content-rich English Language Arts curricula (Cabell & Hwang, 2020, this issue); also required is new development of integrative and interdisciplinary approaches in this area.

There is also promising research on helping students to decode words more efficiently. It is widely accepted that students with reading difficulties often have underlying deficits in phonological processing (e.g., Brady & Schankweiler, 1991 ; Stanovich & Siegel, 1994 ; Torgesen, 2000 ; Vellutino et al., 1996 ) and these deficits are believed to disrupt the acquisition of spelling-to-sound translation routines that form the basis of early decoding-skill development (e.g., van IJzendoorn & Bus, 1994 ; Rack et al., 1992 ). For developing readers, decoding an unfamiliar letter string can result in either full or partial decoding. During partial decoding, the reader must match the assembled phonology from decoding with their lexical representation of a word ( Venezky, 1999 ). For example, encountering the word island might render the incorrect but partial decoding attempt, “izland”. A child’s flexibility with the partially decoded word is referred to as their “set for variability” or their ability to go from the decoded form to the correct pronunciation of a word. This skill serves as a bridge between decoding and lexical pronunciations and may be an important second step in the decoding process ( Elbro et al., 2012 ).

The matching of partial phonemic-decoding output is facilitated by the child’s decoding skills, the quality of the child’s lexical word representation, and by the potential contextual support of text ( Nation & Castles, 2017 ). Correlational studies indicate that students’ ability to go from a decoded form of a word to a correct pronunciation (their set for variability) predicts the reading of irregular words ( Tunmer & Chapman, 2012 ), regular words ( Elbro, et al., 2012 ), and nonwords ( Steacy et al., 2019a ). Set for variability has also been found to be a stronger predictor of word reading than phonological awareness in students in grades 2-5 (e.g., Steacy et al., 2019b ). Recent studies in this area suggest that children can benefit from being encouraged to engage with the irregularities of English ( Dyson et al., 2017 ) to promote the implicit knowledge structures needed to read and spell these complex words. Additional research suggests that set for variability training can be effective in promoting early word reading skills (e.g., Savage et al., 2018 ; Zipke, 2016 ). The work done in this area to date suggests that set for variability requires child knowledge structures and strategies, which can be developed through instruction, that allow successful matching of partial phonemic-decoding output with the corresponding phonological, morphological, and semantic lexical representations.

Where Do We Go Next in the Science of Reading?

Basic science research.

The science of reading has reached some consensus on the typical development of reading skill and how individual differences may alter this trajectory (e.g., Boscardin et al., 2008 ; Hjetland et al., 2019; Peng et al., 2019 ). Less is known about factors and mechanisms related to reading among diverse learners, a critical barrier to the field’s ability to address and prevent reading difficulty when it arises. Investigations with large and diverse participant samples are needed to improve understanding of how child characteristics additively and synergistically affect reading acquisition ( Hernandez, 2011 ; Lonigan et al., 2013 ). Insufficient research disentangles the influence of English-learner status for children who also have identified disabilities (Solari et al., 2014; Wagner et al., 2005 ). Greater attention to how language variation (e.g., dialect use) and differences in language experience affect reading development is crucial ( Patton Terry et al., 2010 ; Seidenberg & MacDonald, 2018; Washington et al., 2018). New realizations of the interaction between child characteristics and the depth of the orthography have also highlighted the importance of implicit learning in early reading ( Seidenberg, 2005 ; Steacy et al., 2019). Innovative cross-linguistic research is exploring how diverse methods of representing pronunciation and meaning within different orthographies, and children’s developing awareness of these methods, jointly predict reading skills (e.g., Kuo & Anderson, 2006 ; Wade-Woolley, 2016 ). Furthermore, a better understanding of the role of executive function, socio-emotional resilience factors, and biopsychosocial risk variables (e.g., poverty and trauma) on reading development is critical. Additional research like this, in English and across languages, is needed to develop effective instruction and assessments for all leaners.

A clearer understanding of child and contextual influences on the development of reading also will support improvements in how early and accurately children at risk for reading difficulties and disabilities are identified. Currently, numerous challenges remain in identifying children early enough to maximize benefits of interventions ( Colenbrander et al., 2018 ; Gersten et al., 2017b ). Investigators often use behavioral precursors or correlates of reading to estimate children’s risk for reading failure. Whereas this work has shown some promise ( Catts et al., 2015 ; Compton et al., 2006 , 2010 ; Lyytinen et al., 2015 ; Thompson et al., 2015 ), identification of risk typically involves high error rates, especially for preschoolers and kindergarteners who might benefit most from early identification and intervention. Similar challenges to accuracy have emerged when identifying older children with reading disabilities. Historically, this process has relied on discrepancy models (e.g., such as between reading skill and general cognitive aptitude), often yielding a just single comparison on which decisions are based (Waesche et al., 2011).

Challenges to identification for both younger and older children may be best met with frameworks that recognize the multifactorial casual basis of reading problems ( Pennington et al., 2012 ). Newer models of identification that combine across multiple indicators of risk derived from current skill, and that augment these indicators with other metrics of potential risk, may yield improved identification and interventions (e.g., Erbeli et al., 2018 ; Spencer et al., 2011). In particular, future research will need to consider and combine, while considering both additive and interactive effects, a wide array of measures, which may include genetic, neurological, and biopsychosocial indicators ( Wagner et al., 2019 ). Furthermore, more evaluation is needed of some new models of identification that integrate both risk and protective, or resiliency, factors, to see if these models increase the likelihood of correctly identifying those children most in need of additional instructional support (e.g., Catts & Petscher, 2020 ; Haft et al., 2016 ). Even if beneficial, it is likely that for early identification to be maximally effective, early risk assessments will need to be combined with progress monitoring of response to instruction ( Miciak & Fletcher, 2020 ). Of course, for such an approach to be successful, all children must receive high-quality reading instruction from the beginning and interventions need to be in place to address children who show varying levels of risk ( Foorman et al., 2016a ). Identifying children at risk and providing appropriate intervention early on has the potential to significantly improve reading outcomes and reduce the negative consequences of reading failure.

Intervention Innovations

Despite successes, too many children still struggle to read novel text with understanding, and intervention design efforts have not fully met this challenge ( Compton et al., 2014 ; Phillips et al., 2016 ; Vaughn et al., 2017 ). Greater creativity and integration of research from a broader array of complementary fields, including cognitive science and behavioral genetics may be required to deal with long-standing problems. For example, genetic information may have causal explanatory power; randomized trials are needed to evaluate the efficacy of using such information to select and individualize instruction and intervention ( Hart, 2016 ).

The field would benefit from increased attention to the problem of fading intervention effects over time. Although there can be detectable effects of interventions several years after they are completed (e.g., Blachman et al., 2014 ; Vadasy et al., 2011 ; Vadasy & Sanders, 2013 ), invariably effect sizes reduce over time. A meta-analysis of long-term effects of interventions for phonemic awareness, fluency, and reading comprehension found a 40 percent reduction in effect sizes within one year post-intervention ( Suggate, 2016 ). Perhaps reading interventions with larger initial effects or sequential reading interventions with smaller but cumulating effects would be more resistant to fade-out.

Solutions to the problem of diminishing effects may be inspired by examples from other fields. The field of memory includes examples of content that appears immune from forgetting. This phenomenon has been called permastore ( Bahrick, 1984 ). For example, people only meaningfully exposed to a foreign language in school classes will still retain some knowledge of the language 50 years later. Additionally, expertise in the form of world-class performance appears to result from cumulative effects of long-term deliberate practice ( Ericsson, 1996 ), and skilled reading can be viewed as an example of expert performance ( Wagner & Stanovich, 1996 ). Informed by these concepts and by advances in early math instruction (e.g., Sarama et al., 2012 ; Kang et al., 2019 ), reading intervention studies should prioritize follow-up evaluations, including direct comparisons of follow-through strategies aimed at sustaining benefits from earlier instruction. For example, studies should evaluate booster interventions, professional development that better aligns cross-grade instruction, and how re-teaching and cumulative review may consolidate skill acquisition across time (e.g., Cepeda et al., 2006 ; Smolen et al., 2016 ).

Translational and Implementation Science

If the science of reading is to be applied in a manner resulting in achievement for all learners, the field must increase its focus on processes supporting implementation of evidence-based reading practices in schools. The field can leverage its considerable evidence-base to systematically investigate, with replication, both the effectiveness of reading instructional practices with diverse learners and to investigate processes that facilitate or prevent adoption, implementation, and sustainability of these practices (National Research Council, 2002; Schneider, 2018 ; Slavin, 2002 ). Research on these processes in educational contexts may be best facilitated by making use of methodological and conceptual tools developed within the traditions of translation and implementation science research ( Gilliland et al., 2019 ; Eccles & Mittman, 2006 ). For example, these frameworks can support studies on whether and how educators and policymakers use information about evidence to inform decision making (e.g., Farley-Ripple et al., 2018 ) and studies on how institutional routines may need to be adapted to best integrate new procedures and practices (e.g., scheduling changes in the school day; Foorman et al., 2016b ).

Reading research that uses translational and implementation science frameworks and methodologies will make more explicit the processes of adoption, implementation and sustainability and how these interact within diverse settings and with multiple populations ( Brown et al., 2017 ; Fixsen et al., 2005 , 2013 ). This work will be guided by new questions, not only asking “what works” but also “what works for whom under what conditions” and “what factors promote sustainability of implementation.” Innovative studies would adhere to rigorous scientific standards, prioritize hypothesis testing within a deductive, experimental framework, and leverage qualitative methodologies to systematically explore implementation processes and factors ( Brown et al., 2017 ). Results could iteratively inform the breadth of scientific reading research, including basic mechanisms related to reading and the development of novel assessments and interventions to support achievement among diverse learners in diverse settings ( Cook & Odom, 2013 ; Douglas et al., 2015 ; Forman et al., 2013 ).

There has recently been a resurgence of the debate on the science of reading, and in this article, we described the existing evidence base and possible future directions. Compelling evidence is available to guide understanding of how reading develops and identify proven instructional practices that impact both decoding and linguistic comprehension. Whereas there is some evidence that is either not compelling or has yet to be generated for instructional practices and programs that are widely used, the scientific literature on reading is ever-expanding through contributions from the fields education, psychology, linguistics, communication science, neuroscience, and computational sciences. As these additions to the literature mature and contribute to an evidence base, we anticipate they will inform and shape the science of reading as well as the science of teaching reading.

Acknowledgments

First author was determined by group consensus. Authors equally contributed and are listed and alphabetically. The authors’ work was supported by funding from the Chan Zuckerberg Initiative, the Institute of Education Sciences (R305A160241, R305A170430, R305F100005, R305F100027, R324A180020, R324B19002) and Eunice Kennedy Shriver National Institute of Child Health and Human Development (P50HD52120, P20HD091013, HD095193, HD072286).

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The Potential Long-Run Implications of a Permanently-Expanded Child Tax Credit

For many of those who worked to include an expanded Child Tax Credit in the 2021 American Rescue Plan, an important motivation was to test the feasibility and effectiveness of a permanent U.S. child allowance similar to those provided in other rich countries. Because this expansion was short-lived, however, evaluations of its effects cannot provide complete evidence on the long-run effects of a permanently expanded CTC. We leverage theoretical predictions from standard economic models, behavioral science, and child development frameworks, along with empirical evidence from literature evaluating previous long-term cash and quasi-cash transfers to families with children, to predict the likely long-run impacts of a permanent child allowance. We find that it would lead to increased future earnings and tax payments, improved health and longevity, and reduced health care, crime, and child protection costs; using conventional valuations, benefits to society outweigh costs nearly 10 to 1, with most benefits due to credit refundability.

There are no funding sources or material or relevant financial relationships to disclose. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.

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Harris Gets Massive Outpouring of Support From Unlikely Group

More than 200 former republican staffers have endorsed kamala harris over donald trump..

Hundreds of staffers that served under President George W. Bush, Arizona Senator John McCain, and Utah Senator Mitt Romney jointly endorsed Vice President Kamala Harris on Monday, writing that another presidency under Donald Trump would be “untenable.”

“Of course, we have plenty of honest, ideological disagreements with Vice President Harris and Gov. Walz. That’s to be expected,” the group wrote in a letter . “The alternative, however, is simply untenable. At home, another four years of Donald Trump’s chaotic leadership, this time focused on advancing the dangerous goals of Project 2025, will hurt real, everyday people and weaken our sacred institutions.”

“Abroad, democratic movements will be irreparably jeopardized as Trump and his acolyte JD Vance kowtow to dictators like Vladimir Putin while turning their backs on our allies,” the letter continued. “We can’t let that happen.”

The letter received 238 signatures in all—significantly more than endorsed the 2020 edition of this letter, in which 150 former Republican staffers announced their intention to vote for President Joe Biden.

Some of the signees include former McCain chiefs of staff Mark Salter and Chris Koch, former McCain legislative director Joe Donoghue, McCain’s 2008 press secretary Jennifer Lux, and George H.W. Bush chief of staff Jean Becker.

The endorsement underscores how divided traditional Republicans feel from other conservatives as Trump, Project 2025, and increasingly extreme factions of the right tighten their grip on the future of the party. Some of that tension has actually been stoked by Trump himself: While running for president in 2015, Trump—who famously avoided the Vietnam War draft with a timely diagnosis of bone spurs—mocked McCain for being taken prisoner while serving in Vietnam, declaring that the 2008 Republican presidential nominee was “ not a war hero ” and that he “like[s] people that weren’t captured.”

But Trump’s anti-military rhetoric isn’t just in the past. Instead, it’s been a point of contention for the MAGA candidate even in recent weeks. Earlier this month, Trump came under fire for arguing that the Presidential Medal of Freedom he awarded to one of his billionaire donors was “much better” than the nation’s highest military honor, the Medal of Honor. That comment rubbed veterans the wrong way, who connected Trump’s disrespectful rhetoric to a 2020 Atlantic report that caught the former president repeatedly referring to fallen soldiers as “suckers and losers.”

Trump Brags About Endorsement From Man Who Called Him a “Sociopath”

Trump is so desperate, he called robert f. kennedy jr. a “great guy” even though kennedy allegedly called him “a terrible human being” and “barely human.”.

Donald Trump, unsurprisingly, thinks Robert F. Kennedy’s endorsement of him is a “big” deal.

“He’s a great guy, respected by everybody,” a low-energy Trump said on Friday after Kennedy announced he was suspending his campaign.

Fact check: RFK Jr. is not respected by everybody. Even his own extended family regularly pillories him in the press.

Over the weekend, Trump reposted pro-Kennedy messages on Truth Social, including one referring to Kennedy and Trump as an “anti-establishment ticket.” Maybe J.D. Vance really is in danger of losing his job .

It’s been quite the journey for Kennedy. He entered the 2024 race as a Democrat, switched to independent, and then allegedly begged Kamala Harris for a spot in her administration. Her campaign ignored him.

But Trump, desperate for any kind of advantage against Harris, has welcomed Kennedy with open arms. This, despite the fact that Kennedy allegedly said earlier this summer that Trump was “a terrible human being. The worse [sic] president ever and barely human. He is probably a sociopath.”

On Sunday, Kennedy claimed that he will pave the way for more Democrats to jump ship to the Republicans, saying in a Fox News interview that the Trump campaign will soon make a “series of announcements about other Democrats who are joining his 2024 campaign.”

The Project 2025 Refugee Who Slid Into Your Socials

Dustin carmack, fresh from the controversial policy portfolio that defines the next trump term, has landed at meta..

Meta—the parent company of Facebook, Instagram, Threads, and WhatsApp—has just hired Dustin Carmack, a former adviser to Florida Governor Ron DeSantis’s doomed presidential campaign and an ex–Project 2025 employee.

Harvard Cyberlaw Clinic instructor and attorney Alejandra Caraballo revealed the news on X (formerly Twitter) Monday afternoon, providing screenshots from Carmack’s LinkedIn profile, which he has since deactivated.

Meta has hired a former Project 2025 staffer and Ron DeSantis chief of staff as its director of public policy in the South. This coincides with a decline in moderation of anti-LGBTQ hate on Meta while limiting the reach of LGBTQ accounts. He has since deactivated his Linkedin. pic.twitter.com/4c1Br6Xc6w — Alejandra Caraballo (@Esqueer_) August 26, 2024

Caraballo pointed out that Meta’s hire was likely made to deflect criticism from conservatives—but it’s also meant to augment the firm’s interactions with state governments, as the company has “political positions to limit regulation and buy influence.”

But the move comes amid a period in which Meta’s treatment of users—specifically the type of user who runs afoul of much of what Project 2025 wants to do to the United States—has been called into question. In recent months, the LGBTQ+ rights group GLAAD has criticized Meta’s content moderation policies on its platforms, saying that they were effectively encouraging an “epidemic of anti-transgender hate” on their social media sites. The report showed a significant increase in anti-trans and anti-LGBTQ+ posts on Meta’s sites, noting that transgender people were routinely called “sexual predators,” “perverts,” and “groomers” in many of those posts.

The Project 2025 manifesto, a conservative playbook for a future Republican presidential administration, has been criticized and derided by Democrats for many of the regressive policies it envisions, especially for those that would dramatically curtail LGBTQ+ and abortion rights. One passage states flat out that “Children suffer the toxic normalization of transgenderism with drag queens and pornography invading their school libraries.”

Carmack’s arrival at Meta also coincides with the company’s restrictions on “political content” on Instagram and Threads instituted earlier this year, which limit the reach of accounts that post about politics and social issues. The move sparked protests from journalists, activists, and even meme creators, among others, for discouraging posts about LGBTQ rights, women’s rights, and other major social issues, particularly in a presidential election year.

Donald Trump and his running mate J.D. Vance have tried in vain to distance themselves from Project 2025; it’s proven to be a daunting task due to their extensive ties to the manifesto and the people who sired it into existence. Vance even wrote the foreword to a new book written by Project 2025 architect Kevin Roberts. Meta will likely try to deflect any associations with the far-right policy wishlist soon enough, although that may be in vain considering Carmack’s role at Meta will be to reassure right-wing conservatives that their social media platforms are an asset to the cause.

The Surprising Figure Blocking Trump’s Influence in Georgia’s Election

Georgia’s republican governor brian kemp is pushing back at a recent rule change in the state’s election certification process..

Georgia’s Republican Governor Brian Kemp may actually be preparing to take action against three members of the state election board who have been at the center of claims of ethics violations.

Kemp responded Monday to an ethics complaint filed by Democratic state Senator Nabilah Islam Parkes alleging that Rick Jeffares, Janice Johnston, and Janelle King, who have been touted by Donald Trump as “pitbulls” for “victory,” broke rules to impose last-minute changes to Georgia’s election procedures.

The accusations stem from a July 12 meeting where the trio passed two new election rules, but failed to provide adequate notice about the meeting to the public or the two Democratic board members—a possible violation of the Open Meetings Act. The first rule required county election boards to post daily ballot counts online, and the second increased the number of partisan monitors during the vote-counting process. After the group approved the new rules, they were cheered on by one of Trump’s election-denying allies.

Earlier this month, the Georgia State Election Board voted 3–2 in favor of yet another new rule, which required a “reasonable inquiry” into any discrepancy between the number of ballots cast and the number of voters, before certifying election results. This would make it significantly easier for county election officials to delay or refuse certification of election results in populous areas such as Fulton or DeKalb counties in November.

Last week, Islam Parkes filed a complaint with the state, alleging the group had violated the state ethics code in addition to the Open Meetings Act. “The election board is supposed to certify election results and so passing illegal rules to undermine the integrity of our elections is extremely concerning,” Islam Parkes told local outlet Fox 5. She said that the trio should be removed from the board immediately.

In a statement to The Atlanta Journal-Constitution on Monday, Kemp’s office said they were looking into the complaints against the trio.

“This office has received Senator Nabilah Islam Parkes and other’s letters alleging ethics violations by members of the State Elections Board. Due to uncertainty regarding whether this office has authority to act under Code 45-10-4 in response to these complaints, we have sought the Attorney General’s advice regarding the application of statute to the letters,” the statement said. “We will respond following receipt of the advice and further evaluation of the letters.”

Kemp’s office’s statement signals a positive direction for the Republican governor, who may take action to undo the trio’s handiwork or even unseat them. But it’s unclear just how concerned Kemp is about the threat the group poses, given the fact that he formally endorsed Trump just last week, even after Trump has made several digs at Kemp over the last month for refusing to overturn Georgia’s election results in 2020.

“We gotta win from the top of the ticket on down,” Kemp said . “I’ve been saying consistently for a long time we cannot afford another four years of Joe Biden and Kamala Harris, and I think Kamala Harris and Tim Walz are to be even worse. So we need to send Donald Trump back to the White House.”

A group of Georgia officials gathered at the state capitol Monday, urging Kemp to take action. Representative Lucy McBath called on Kemp to “hold the State Elections Board accountable,” and called the state’s election board “an equal co-conspirator in the effort to suppress our votes.”

Before Islam Parkes filed her complaint, the former chair of the Fulton County Board of Elections also filed a similar ethics complaint earlier this month. In July, government ethics watchdog American Oversight filed a lawsuit against the board, accusing the trio of violating Georgia’s Open Meetings Act.

Georgia’s Secretary of State Brad Raffensberger has also criticized the last-minute rule changes. “Activists seeking to impose last-minute changes in election procedures outside of the legislative process undermine voter confidence and burden election workers,” he said earlier this month.

Raffensperger refused to help overturn his state’s 2020 election results, and he has held firm against Trump ever since. Raffensperger has yet to endorse anyone in the 2024 presidential election.

Since 2020, Georgia has had the highest number of certification refusals of anywhere in the country—and remains the likely epicenter for Trump’s claims of election fraud in 2024. A report from American Doom found that at least 22 people who’d pushed election-denying conspiracy theories were employed as election officials in Georgia—including two on its board of elections.

Who’s Afraid of a Hot Microphone? (Trump, Apparently.)

In the latest debate about debates, kamala harris wants the microphones hot to go. her opponent, not so much..

Former President Donald Trump suddenly has a big debate concern: He doesn’t want the microphones to be hot at all times during the upcoming ABC News tilt between he and Vice President Kamala Harris, scheduled for September 10. 

As the presidential campaigns continue to have mini-debates about the debates, here’s a new topic of discussion that has the two camps dissenting: whether mics should be turned on for the entirety of the event, and thus capable of capturing each candidate’s audible reactions throughout the proceedings, or whether they should only be on during each candidate’s appointed time to speak. 

“We have told ABC and other networks seeking to host a possible October debate that we believe both candidates’ mics should be live throughout the full broadcast,” the Harris campaign’s senior communications adviser, Brian Fallon, told Politico Playbook on Sunday. 

This is a reversal from the agreement wrought with President Joe Biden’s campaign, who had previously agreed with Trump’s team about the scheduled debates—as well as the muted mics back in June.  

Now, Trump’s campaign is accusing Kamala Harris of trying to change the rules of the debates. “Enough with the games. We accepted the ABC debate under the exact same terms as the CNN debate,” Jason Miller, senior adviser for Trump, told Playbook Sunday night. “We said no changes to the agreed upon rules.” 

Interestingly, the Trump campaign wanted mics to remain hot throughout the debate back in 2020. Harris’s campaign holds that the microphones should remain on during presidential debates, which is more often the norm, perhaps hoping to highlight Trump’s bad temper and outbursts. 

“Given how shook [Trump] seems by her, he’s very prone to having intemperate outbursts and … I think the campaign would want viewers to hear [that],” said  one person familiar with the debate negotiations. 

“Our understanding is that Trump’s handlers prefer the muted microphone because they don’t think their candidate can act presidential for 90 minutes on his own,” said Fallon. “We suspect Trump’s team has not even told their boss about this dispute because it would be too embarrassing to admit they don’t think he can handle himself against Vice President Harris without the benefit of a mute button.”

Is Judge Cannon’s Time on Trump’s Classified Docs Case Finally Ending?

Judge aileen cannon played a stupid game with donald trump’s case. now, she could win a stupid prize..

Judge Aileen Cannon’s future on Donald Trump’s classified documents case is hanging on by a thread.

On Tuesday, special counsel Jack Smith will deliver an opening brief to the Eleventh Circuit, initiating an appeal trial to reverse Cannon’s July decision that effectively threw the case out. At the heart of Cannon’s ruling was the conclusion that Smith’s appointment to the special counsel role was unconstitutional , and therefore his work on the case was illegitimate.

“Notably, no other judge to consider the issue has ruled that way, and prosecutions conducted by special counsels have been routine, if infrequent,” wrote former prosecutor Joyce Vance on Sunday in her Substack Civil Disclosure .

The only task before the Eleventh Circuit court will be to determine if Cannon’s ruling was correct or incorrect—after all, the issue at hand is about who can bring the case, not whether the case can be brought at all. It will not touch upon the merits of the special counsel’s case against the former president. Still, Trump’s team will likely try to derail the trial by infusing it with other issues, mainly a recent ruling by the Supreme Court that granted a far-reaching expansion of presidential immunity.

“That issue isn’t properly before the court on this appeal, and the Eleventh Circuit applies very strict rules about only hearing issues that are,” Vance wrote. “We’ll see if that holds up in Trump’s case, as it should.”

“But we’ll likely see the word immunity more than once in Trump’s brief, even though this is only supposed to be the government’s appeal of the Judge’s decision against them, dismissing the case because Judge Cannon believes that the Special Counsel’s appointment was unconstitutional,” she added.

If the government wins the appeal, they will be able to ask the court to assign a new judge to the trial. Though, ultimately, the future of the classified documents trial is contingent on the outcome of the November election. Should Trump lose, the case will move forward regardless of whether or not the government wins the appeal. But should he win, Trump could use his presidential powers to wipe the federal case off the map.

Desperate Right Winger Tries to Bring Back Birtherism

Celebrated weirdo laura loomer has “done her own research” (badly) on kamala harris..

The right wing is trying to bring back birtherism (the dumb kind) for Kamala Harris. Pro-Trump influencer and failed congressional candidate Laura Loomer tried to start a conspiracy on X (formerly Twitter, the company whose doors she once handcuffed herself to for reasons beyond understanding) Sunday night, posting immigration documents and accusing Harris’s mother, Shyamala Gopalan Harris, of committing immigration fraud.

Loomer claimed that the forms she surfaced show that Harris’s mother failed to account for one of her two children on the documents, an omission Loomer said was tantamount to fraud. Unfortunately for the would-be sleuth, her handle on the paper trail was shoddy; as X’s users quickly documented in a Community Note, Loomer had made an omission of her own: The second page of the form in question showed that it was filed months before her second child, Maya Harris, was born.

Loomer hasn’t acknowledged the correction on X, and has continued to post nonstop since Sunday—promoting Donald Trump and trying to drum up other controversies. This hasn’t stopped others on the social media platform from pointing out her (deliberate?) error.

Loomer has a reputation not only for bigotry, but for trafficking in conspiracy theories that have little, if any, basis in the truth. In July, she accused gun violence survivor and former Representative Gabby Giffords of being “brain dead” and having her husband, Senator Mark Kelly, write social media posts for her. This was easily disproved by Giffords’s campaign appearances on behalf of Harris, as well as her speech at the Democratic National Convention.

Before Elon Musk bought Twitter and turned it into X, Loomer was banned from the site, only for Musk to reinstate her. The noted Islamophobe is a favorite of Donald Trump Jr., who has recommended her as a possible White House press secretary if his father gets elected in November. But, she also has her enemies on the right, including Trump acolyte Marjorie Taylor Greene , who has called her “mentally unstable and a documented liar.”

As Trump and the MAGA movement desperately try to come up with effective attacks against Harris, it seems that conspiracies of old, used against Barack Obama, are getting recycled in the hopes that they’ll hurt her image. So far, they have been easily parried.

Trump Gets Worst News About Harris Yet in Shocking New Poll

A new poll reveals kamala harris’s clear path to victory over donald trump..

Vice President Kamala Harris hasn’t just caught up to Donald Trump—she’s actually taking some small leads.

According to an NPR analysis of FiveThirtyEight aggregated polling data published Monday, the Democratic presidential nominee has increased her advantage in battleground states. Several states that were previously reported to vote “likely Republican” in the upcoming election—including Nevada, North Carolina, Georgia, and Arizona—are now all considered toss-ups. Other states that were assured to vote Republican, such as Florida, now seem slightly less enthused by the Republican ticket.

Two states that served as tipping points in the 2016 election, Wisconsin and Pennsylvania, have transitioned from “toss-up” status to likely Democratic supporters. Harris holds an average lead of about three points in Wisconsin, as well as Michigan, while she has just a one-point lead in Pennsylvania.

Of course, now is not the time to assume that Harris has the election in the bag. The Democrat’s leads are mostly within the poll’s margin of error, and besides that, pre-election polling in the last two cycles has failed to capture the quiet zeitgeist in favor of Trump. As such, Democratic pollsters have warned voters not to get too cozy ahead of November.

“Our numbers are much less rosy than what you’re seeing in the public,” president of pro-Harris super PAC Future Forward Chauncey McLean, who rarely talks publicly, told Reuters last week.

Margie Omero, a partner at the Democratic polling firm GBAO Strategies, expressed a similar sentiment to Politico . “It’s still a very tough race, and that feels consistent with everything we know,” Omero said.

Still, former Trump administration officials were quick to celebrate the shifting tide. On Friday, former Trump Press Secretary Stephanie Grisham shared a Trump tweet bragging that a Rasmussen poll had placed him five percentage points ahead of Harris.

“Rasmussen was the only poll he asked about/we told him about because it was always in his favor,” Grisham posted with a laugh emoji. “There could have been 35 polls saying he was losing & all he cared about was Rasmussen. We used it as a way to keep him happy. #TheEmperorHasNoClothes”

Ex-Adviser Reveals Trump’s Insane, Explosive War on Drugs Plan

H.r. mcmaster says donald trump wanted to “bomb the drugs” in mexico..

Donald Trump once pitched blowing up drugs in Mexico, according to his ex–national security adviser, who detailed the former president’s “outlandish” ideas for defense in a forthcoming book.

In At War with Ourselves: My Tour of Duty in the Trump White House , Lieutenant General H.R. McMaster detailed the inner workings of the Trump White House, slamming meetings in the Oval Office as “exercises in competitive sycophancy” where Trump made particularly “outlandish” suggestions, according to CNN , which obtained a copy of the book before its release Wednesday. McMaster served in Trump’s White House from February 2017 to April 2018.

When speaking about narcotics in Mexico, Trump once asked, “Why don’t we just bomb the drugs?” according to McMaster. Another time, the former president wondered, “Why don’t we take out the whole North Korean Army during one of their parades?”

This isn’t the first time Trump has decided bombs could solve all problems. In 2019, Axios reported that Trump had suggested multiple times that security officials use nuclear bombs to stop hurricanes from hitting the U.S.

McMaster wrote that Trump’s advisers would continue to praise him no matter how bad his ideas were, saying things like, “Your instincts are always right,” and, “No one has ever been treated so badly by the press.”

McMaster also described Steve Bannon as Trump’s “fawning court jester,” who was able to take advantage of “Trump’s anxiety and sense of beleaguerment … with stories, mainly about who was out to get him and what he could do to ‘counterpunch.’”

“I knew that to fulfill my duty, I would have to tell Trump what he didn’t want to hear,” McMaster wrote. He said that one of the issues on which he most regularly disagreed with Trump was Russia, specifically Russian meddling in the 2016 election, which Trump vehemently denied.

“I wished that Trump could separate the issue of Russian election meddling from the legitimacy of his presidency,” McMaster wrote. “He could have said, ‘Yes, they attacked the election. But Russia doesn’t care who wins our elections. What they want to do is pit Americans against one another.’”

McMaster explained that Trump’s “deep sense of aggrievement” prevented him from making this kind of distinction.

McMaster wrote that Russian President Vladimir Putin, “a ruthless former KGB operator, played to Trump’s ego and insecurities with flattery,” attempting to create a rift between Trump and those on his staff who sought a tougher stance against Russia. McMaster warned the former president that Putin “was not and would never be Trump’s friend,” but Trump didn’t take the straight talk very well.

A source told CNN that Trump had referred to McMaster’s briefings as gruff and condescending. Politico reported that Trump once interrupted McMaster during a briefing, crying, “Look at this guy, he’s so serious!”

In February 2018, McMaster’s determination to hold Russia to account went too far, and he found himself in hot water with his boss.

McMaster publicly stated that the FBI’s indictment of several Russian intelligence officers for interfering with the 2016 presidential election was “incontrovertible” evidence of Russian tampering—but Trump couldn’t handle anyone questioning the results of the election that had placed him in the White House.

“General McMaster forgot to say that the results of the 2016 election were not impacted or changed by the Russians and that the only Collusion was between Russia and Crooked H, the DNC and the Dems,” Trump tweeted at the time. “Remember the Dirty Dossier, Uranium, Speeches, Emails and the Podesta Company!”

McMaster resigned a few months later and was replaced by John Bolton, who wrote his own scathing rebuke of his former boss. Bolton recently said that Trump “can’t tell the difference between what’s true and what’s false.”

While McMaster had skirted away from outright criticisms of his former boss in his previous published works, his post–January 6 account is blistering by comparison.

On January 6, 2021, Trump’s “ego and love of self … drove him to abandon his oath to ‘support and defend the Constitution,’ a president’s highest obligation,” McMaster wrote.

RFK Jr.’s Gross Hobby Exposed in Bonkers Resurfaced Story

Robert f. kennedy jr. got up to some fishy business in a resurfaced story from 2012..

An extremely gross story about Robert F. Kennedy Jr.’s hobby of picking up dead animals resurfaced over the weekend—and this one is even more gag-worthy than the last.

In a 2012 interview with Town & Country , Kick Kennedy spoke about a wild excursion she’d taken with her father when she was six years old.

The two traveled to Squaw Island in Hyannis Port, Massachusetts, not far from the Kennedy compound, after hearing that a whale had washed ashore. According to Kick, her father had rushed to the scene with a chainsaw, where he cut off the whale’s head. He then proceeded to tie it to the roof of his family’s minivan and drive it five hours back to Mount Kisco, New York.

“Every time we accelerated on the highway, whale juice would pour into the windows of the car, and it was the rankest thing on the planet,” Kick told the outlet. “We all had plastic bags over our heads with mouth holes cut out, and people on the highway were giving us the finger, but that was just normal day-to-day stuff for us.”

Last month, Kennedy tried to get ahead of a wild story about picking up a bear cub carcass off the side of the road, and then ditching the body in Central Park when he didn’t have time to take it home, and mutilating it to make it look like it had been hit by a biker because he thought it would be funny . After the story broke, Kennedy told a group of reporters that he picked up roadkill his “whole life” and has a “freezer full of it.” That seems more and more true every day.

While it’s not clear that it’s the same vehicle, in a 2023 interview with Kennedy, New York magazine’s Olivia Nuzzi noted that Kennedy’s “dog car”—a beat up Toyota minivan—smelled so rank she thought that she “might pass out after about 15 seconds riding shotgun.”

Kennedy endorsed Donald Trump on Friday. While he did not formally end his own campaign, he bizarrely “suspended” it, saying that he expected to remain on the ballot in several states to divert votes away from Harris and boost Trump—confirming what his own campaign had previously claimed and then denied: Kennedy’s unserious presidential run was never anything more than an attempted spoiler for the Democratic candidate.