Charlotte Cartledge
Title: Investigating Academic Reading: Putting evidence into action
Academic reading is an important aspect of education at all levels; however, many students struggle to engage with independent reading beyond the classroom. Research shows that students who read more tend to achieve higher grades, are more involved in classroom discussions and generally have an improved understanding of the information covered in class. Drawing on research evidence and Charlotte’s experience working across school and university settings, this session explores students’ academic reading practices. Together we will consider how and why students read and the factors that can limit engagement with reading. The session will also discuss what this means for preparing learners for the academic demands of higher education. In particular, it will explore the academic and social transitions students experience when moving from school or college into university, and how expectations around independence and engagement can impact motivation. The session aims to leave delegates with a range of practical, evidence-based recommendations to help students become more university ready.
Dr Charlotte Cartledge is a Senior Lecturer in Developmental Psychology and Programme Leader for BSc Psychology at the University of Lincoln. Her research focuses on education and learning. With experience in teaching and research within Higher Education and sixth-form settings, she has first-hand knowledge of the UK university and schooling systems. In the context of Higher Education, she is particularly interested in the academic and social transitions into university, as well as student engagement and motivation.
ATP 2026
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