Summary of M.Ed findings
So, inference making was the biggest barrier to deep reading comprehension, followed by syntax. Background knowledge was not found to be a large barrier, despite initial student perceptions. Certainty bias and vocabulary may pose problems, although this was not strongly indicated in this study.
Summary of proposed PhD research
Following on from my findings in my MEd research, I am designing a model for supporting critical reading skills with scientific articles. The articles will initially be adapted to minimise the effects of the above difficulties, with fading of this support until students are more able to independently read, synthesise and critically with scientific articles.