Utilizing Slow Reading Techniques to Promote Deep Learning

Slow reading has long been viewed as a teaching technique that engages students more deeply with course readings. Little systematic research, however, done to understand how this pedagogical strategy works in college classrooms. This study investigated slow techniques promoted deep learning among undergraduate across two disciplines. Utilizing food essays the basis for assignment, courses participated an intentionally scaffolded and paced exercise designed encourage deeper personal engagement concepts. Theoretical implications from research demonstrate connections between existing literature on both significant learning. More practically, found fostered storytelling means of developing assigned texts, presenting opportunity instructors hoping facilitate meaningful integration concepts into students’ lives.