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College instructors often complain that students do not read textbooks and instead prefer to use their own cryptic PowerPoint notes from class for completing assignments and tests. Yet, reading does not seem to get the time and attention that writing and speaking do and reading may be taken for granted. In other words, students write reports and memos, create visual aids, and deliver presentations that are graded; whereas instructors give most reading tasks as homework that are not directly assessed, although they do affect students' success in the course. Compounding the problem, as students experience an "information deluge," they are less inclined to read carefully and critically. For all these reasons, business instructors should integrate critical reading into class activities. This article describes a reading regimen that applies a familiar learning taxonomy to everyday business news.


Originally published in the Business Education Forum, Feb. 2014, 68(3), p. 28



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