Бесплатный фрагмент - Academic Reading. Key Terms and Concepts: A Glossary

Annotation

This publication highlights the unique value of cross-linguistic collaboration for first-year undergraduate students. It introduces a trilingual glossary (English, Kazakh, and Russian) with terms on academic reading, strategic analysis, and research thinking. The academic world has diverse linguistic backgrounds. This glossary creates an inclusive conceptual space tailored to the needs of new university students. It lets multilingual readers see themselves reflected from the start.

Students and researchers must navigate many research articles and complex academic texts. In some fields, such as biomedical sciences, a graduate student may need to review more than 20 new articles each week to stay current. The glossary helps with the challenge of understanding and organising key terms. It does this amid a growing volume of scholarly information and increasingly complex academic language. The glossary gives users a clear conceptual framework, making learning and research more attainable.

The three-language format creates a shared space for ideas. It makes academic words easier to use in global education and research. For example, a Kazakh-speaking student reading ‘synthesis’ in an English article can quickly connect it to Kazakh and Russian. This recognition allows the student to move through the text with more confidence and to apply familiar concepts across languages at once.

The glossary contains 548 terms presented in Russian, Kazakh, and English (a total of 1,644 glossary entries).

This volume forms part of a unified trilingual academic project, alongside “Academic Reading. Key Terms and Concepts: A Glossary”:

— “Академиялық мәтінді оқу. Негізгі терминдер мен ұғымдар: глоссарий”, and

— “Академическое чтение. Ключевые термины и понятия: глоссарий”.

These parallel editions are designed to ensure terminological consistency and conceptual alignment across languages.

The preface

The contemporary academic environment is characterised by the rapid growth of scholarly information and the increasing complexity of academic texts. Under these conditions, the ability to work effectively with academic sources has become a key competence for the modern researcher.

Academic reading is a complex cognitive process that involves analysing arguments, interpreting concepts, and critically evaluating scholarly positions. The effectiveness of this process largely depends on the availability of a precise and coherent conceptual framework.

This glossary has been developed to systematise the terminology associated with academic reading and research-oriented thinking. It seeks to foster a culture of analytical reading and to provide a methodological foundation for working with scholarly texts.

Introduction

Academic reading occupies a central place in higher education. Through engagement with scholarly texts, students acquire theoretical knowledge, develop analytical skills, and cultivate research-oriented thinking.

Despite its importance, the terminology for academic reading is fragmented and inconsistent. For example, core concepts such as ‘argument mapping’ are sometimes referred to alternately as ‘argument diagramming’ or ‘reasoning tree,” while the terms ‘critical reading’ and ‘analytical reading’ are often used interchangeably yet carry distinct meanings in different educational contexts. Such inconsistencies create confusion about the best strategies for engaging with scholarly texts. This lack of consistency makes it hard to understand the right methods for working with scholarly texts.

The present publication aims to systematise the key terms used in academic reading and to establish a unified conceptual framework that reflects the principal cognitive and analytical processes involved in interpreting and analysing academic literature. For example, consider a student preparing to conduct a literature review for a research project. Using the glossary, the student can identify and apply core concepts such as ‘argument mapping’, ‘critical reading’, and ‘analytical interpretation’ to systematically approach academic sources. The unified framework guides the student through each step — from selecting relevant articles and understanding their argumentative structure to evaluating methodological terminology and synthesising findings. In this way, the glossary does not remain an abstract resource but directly steers practical reading activities, helping users transform theoretical knowledge into effective academic practice.

How to use the glossary

Users should use the glossary as both a reference and a tool to develop academic reading concepts. Working with these terms helps achieve a clearer understanding of scholarly texts and builds analytical skills.

Structure of the glossary

The glossary includes several related groups of concepts. These concept groups are interlinked, forming a pathway that begins with cognitive processes of reading and develops into higher-order analytical activities. Understanding how each group builds upon the previous one helps readers see how basic cognitive functions support the use of more advanced strategies for academic reading and analysis:

— cognitive processes of reading;

— analytical reading strategies;

— tools for argumentative analysis;

— categories for interpreting scholarly texts;

— metacognitive mechanisms for comprehension monitoring.

This structure allows viewing academic reading as a complex process that integrates cognitive, analytical, and research-oriented components.

Novelty and practical significance

The novelty of this publication lies in the systematisation of academic reading terminology within a unified methodological framework.

Unlike traditional dictionaries, this glossary brings together ideas from cognitive psychology, research methods, and argumentation theory. These perspectives create a structured foundation for analysing and understanding scholarly texts.

The practical significance of the glossary is determined by its potential use in higher education curricula, particularly in courses on academic writing, research methodology, and academic literacy. By incorporating the glossary into academic courses, educators can expect students to demonstrate measurable improvements in skills such as critical reading, analytical interpretation of texts, and evaluation of arguments. For example, consistent use of the glossary in coursework may contribute to higher performance on critical-reading assessments and improved comprehension of methodological terminology. The glossary may also serve as a methodological reference for students, researchers, and instructors engaged in analysing scholarly literature.

Editorial note

This publication has been prepared to establish consistent terminological standards for academic reading in a multilingual educational environment.

The glossary can be used in higher education and as a resource for courses like Academic Writing, Academic Skills, and Research Methodology.

Disclaimer

The definitions provided in this glossary are methodological and based on an interdisciplinary synthesis of scholarly approaches. The author does not claim to provide an exhaustive account of all existing interpretations of the terms included in this glossary.

Glossary

Special Notations

Text-to-world / “Мәтін — әлем” / “Текст — мир”

A reader connection that links academic text content to real-world events, phenomena, or processes. This approach expands comprehension and encourages critical thinking.

“Read Smarter, Learn Faster” / “Оқимын. Түсінемін. Жеңемін!” / Серия “Читай умнее, учись быстрее”

A series of educational and methodological guides devoted to the techniques and strategies of academic reading and writing, developed for students, postgraduates, doctoral candidates, and researchers. It comprises Book 1 (Academic Reading Techniques) and Book 2 (Academic Reading Strategies). The terms in this glossary are organised by the content of the series books.

15–70–15 rule / “15–70–15” ережесі / Правило 15–70–15 (Author’s methodological term from the book series) — An authorial methodological model according to which optimal academic reading distributes reading effort as follows: 15% — previewing and goal-setting; 70% — active, detailed reading with annotating; 15% — reflection, summarising, and consolidation. It ensures a balanced distribution of cognitive resources when working with a source.

A

Academic reading / Академиялық мәтіндерді оқу / Академическое чтение

A purposeful, strategic process of engaging with scholarly texts, focused on critical analysis, extracting key information, and integrating new knowledge into the reader’s existing understanding.

Academic Reading Strategies / Академиялық мәтіндерді оқу стратегиялары / Книга 2: Стратегии чтения академических текстов (Series reference entry) — The second book of the “Read Smarter, Learn Faster” series by Kanat Daurenbek is dedicated to strategies for working with academic texts as systematic approaches that extend beyond individual techniques. It develops and deepens the content of Book 1, forming the comprehensive competency of strategic academic reading.

Academic Reading Techniques / Академиялық оқу техникалары / Книга 1: Техники академического чтения (Series reference entry)

The first book of the “Read Smarter, Learn Faster” educational series by Kanat Daurenbek is dedicated to the systematic description of techniques for working with academic texts. It contains the theoretical foundation and practical toolkit for developing effective academic reading skills.

Academic rigor / Академиялық қатаңдылық / Академическая строгость

A set of standards that ensures high-quality academic work, including precise argumentation, methodological accuracy, use of authoritative sources, and adherence to scholarly norms.

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Academic writing / Академиялық жазу (жазылым) / Академическое письмо

A form of professional written communication with clear structure, formal style, well-reasoned arguments, and reliance on verified sources. It is used in scholarly, educational, and research contexts to present knowledge.

Activating prior knowledge / Білімдерді жандандыру / Активация знаний

A cognitive process of drawing on existing knowledge and experience before or during reading to establish a foundation for understanding new material.

Active engagement / Белсенді өзара әрекеттесу / Активное взаимодействие — The conscious, purposeful participation of a reader in working with a text, including questioning, critically evaluating arguments, making connections, and monitoring comprehension.

Active highlighting / Белсенді ерекшелеу / Активное выделение

The strategic, selective marking of key ideas, arguments, and structural elements of a text with a clear purpose, distinct from mechanical highlighting. It requires critically assessing the significance of text fragments before marking them.

Active learning / Белсенді оқыту / Активное обучение

A pedagogical approach where learners are purposefully engaged in cognition through analysis, synthesis, evaluation, and application of information. In academic reading, active learning occurs through annotating, questioning, and reflective summarising.

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Active listening / Белсенді тыңдау / Активное слушание

A purposeful approach to listening that involves focused attention, critical evaluation of content, recording key ideas, and providing timely feedback. In academic contexts, it is used during lectures, seminars, and thesis defences.

Active reading / Белсенді оқу / Активное чтение — A strategy of conscious, purposeful engagement with a text, including questioning, marking key ideas, predicting content, and monitoring comprehension.

Active recall / Белсенді қайта шығару / Активное воспроизведение

A self-testing technique where the reader retrieves learned information from memory without referring to the source. Active recall is one of the most effective methods for consolidating academic material in long-term memory.

Active transformation / Белсенді трансформация / Активная трансформация

The process of purposefully converting information from a text into new forms, such as diagrams, summaries, questions, or maps, to deepen comprehension and support long-term retention.

Adaptive previewing / Бейімді алдын ала шолу / Адаптивный просмотр

A pre-reading strategy where the reader adapts the depth and scope of the preview to the reading purpose and source type. This supports effective time management and helps form a preliminary mental map of the text.

Adaptive reading speed / Бейімделгіш оқу жылдамдығы / Адаптивная скорость чтения — The ability to adjust reading pace based on text difficulty, reading purpose, and comprehension level. Adaptive reading speed balances the information-processing rate with the retention depth.

Add / Қосу / Добавлять (шаг 4) (Step 4 of the RIDA strategy: Read — Imagine — Describe — Add; see also: RIDA strategy)

The fourth stage of the RIDA strategy is one in which the reader supplements the description created with new details, connections, questions, or personal associations that extend beyond the text’s literal content. It activates creative thinking and deepens the personal integration of new knowledge.

Advantages / Артықшылықтар / Преимущества (In the context of the book series: advantages of specific reading techniques or strategies; antonym: Disadvantages)

The strengths, distinctive merits, and potential benefits associated with the application of a specific technique, strategy, or approach to academic reading. An understanding of the advantages of each method is a necessary condition for the conscious and strategically sound selection of tools for working with texts.

Analogies / Аналогиялар / Аналогии

Rhetorical and cognitive tools that enable the explanation of complex or unfamiliar concepts by drawing comparisons with more familiar phenomena and structures. (Note: Analogy ≈ metaphor, yet with stricter structural mapping. In some languages, the equivalents may differ in nuance, so caution should be used to avoid confusion across the trilingual set.) In academic texts, analogies serve to illustrate theoretical concepts and facilitate their comprehension.

Analytical comments / Аналитикалық түсініктемелер / Аналитические комментарии — Written or verbal notes in which the reader not only records the content of a text but also analytically evaluates the logic of its argumentation, identifies underlying assumptions, and interprets the significance of key claims.

Analytical foundation / Аналитикалық база / Аналитическая база — The set of theoretical concepts, methodological principles, and analytical tools that form the basis for the systematic investigation and critical interpretation of academic texts.

Analytical questions / Аналитикалық сұрақтар / Аналитические вопросы

Questions directed towards examining the basis, logic, strength of argumentation, and validity of conclusions of an academic text: How did the author arrive at this conclusion? Is the argumentation logically valid? Do the data support the conclusion? They correspond to the analysis level in Bloom’s taxonomy and are a central instrument of critical reading.

Analytical reading / Аналитикалық оқу / Аналитическое чтение

An in-depth reading strategy aimed at critically evaluating the structure, argumentation, methodology, and conclusions of a source. It involves moving beyond literal comprehension towards interpreting meaning and assessing the validity of the author’s claims.

Analytical thinking / Аналитикалық ойлау / Аналитическое мышление

The cognitive ability to systematically decompose complex information into constituent elements, identify relationships between them, evaluate arguments, and arrive at well-reasoned conclusions. For example, analytical thinking may involve breaking down a research article into its aims, methods, results, and interpretations in order to understand and evaluate its contribution. It is a foundational skill in academic reading and writing.

Annotated bibliography / Аннотацияланған библиография / Аннотированная библиография

A list of sources used, each accompanied by a brief annotation describing the work’s main content, methodology, and significance to the research. It is a standard genre of academic writing that develops skills in the critical evaluation of literature.

Annotated connections / Аннотацияланған байланыстар / Аннотированные связи

Semantically meaningful links between different texts, ideas, or concepts that are recorded in writing and accompanied by the reader’s explanatory comments. They help construct an integrated picture of knowledge and track intertextual relationships within the body of studied sources.

Annotating / Аннотациялау / Аннотирование

The process of inscribing written marks, comments, or symbols on a text to record ideas, questions, or reactions as one reads. This general annotating captures engagement, distinguishing it from more systematic text annotation aimed at analytical goals.

Annotation / Аңдатпа / Аннотация

A concise summary or evaluation of an academic source’s content, methods, and conclusions. Annotations, as brief standalone explanations, differ from general reading notes and serve as the required element of annotated bibliographies. They are especially valuable when preparing for a literature review or synthesising multiple sources, as they provide quick reference points for key findings and relevance.

Annotation digests / Аннотациялық дайджесттер / Аннотационные дайджесты

Organised, topic-specific collections of general annotations created during academic reading. These differ from annotated bibliographies, focusing on rapid access to processed materials for research purposes.

Annotation strategy / Аннотациялау стратегиясы / Стратегия аннотирования

A consciously selected and pre-planned approach to annotating an academic text, encompassing the definition of annotating goals, the selection of a system of symbols and categories, the distribution of attention across the layers of the text, and subsequent processing of annotations. It differs from the annotation technique in that it involves metacognitive planning and adaptation to a specific reading task.

Annotation symbols / Аннотациялау белгілері / Символы аннотирования

A personal or standardised system of conventional marks used when working with an academic text: *,?,!, →, ≠, ✓, ○, and others. Each symbol is assigned to a specific type of reading response or category of information. In combination with a highlighting legend, they form a holistic visual annotation system for quickly identifying patterns, key points, questions, or required actions during review or collaborative reading.

Annotation technique / Аннотациялау техникасы / Техника аннотирования (Cf.: Annotation strategy; “Annotation technique” — the specific procedural procedure)

A specific procedural procedure for working with a text: highlighting, underlining, making marginal notes, and using symbols and colour coding with the aim of recording reading reactions and key information directly in the source. Unlike the annotation strategy, the technique describes the reader’s immediate actions rather than the plan for managing them.

Appeal to authority / Беделге жүгіну / Аргумент к авторитету

A rhetorical technique in which a claim is justified by reference to the opinion of an authoritative figure or organisation rather than through independent argumentation. In academic contexts, this technique is considered a logical fallacy when the authority cited is not an expert in the relevant field.

Area of interest / Қызығушылық саласы / Область интереса

The thematic or disciplinary field that defines the range of sources relevant to a specific researcher or reader. A clear awareness of one’s area of interest enables the strategic organisation of literature searches, focused annotating, and the planning of academic reading in accordance with research priorities.

Argument map / Дәлелдер картасы / Карта аргументов (Distinct from Argumentation map: Argument maps focus on individual arguments and their components, whereas argumentation maps illustrate the overall argumentative strategy of a text)

A visual representation of the structure of a specific argument: the claim, supporting evidence, counterarguments, and their logical relationships. It is applied for the detailed examination of individual argumentative passages and preparation for critical discussion.

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Argument mapping / Пайымдаудың құрылымын визуалды бейнелеу / Визуальное представление структуры рассуждения

An argument map is a picture of an argument’s logic. It shows claims, evidence, counterpoints, and their links. This helps you see if the reasoning is complete and find any problems.

Argumentation / Дәлелдеме / Аргументация

A logically structured system of claims, evidence, and inferences aimed at justifying a particular thesis or position. In academic texts, argumentation is grounded in verifiable data, conforms to the norms of scholarly discourse, and is open to critical scrutiny. (For practical application, audit your own arguments using the scaffold: Claim → Evidence → Reasoning. This sequence provides a visual mini-schema for building and evaluating robust argumentation.)

Argumentation comparative analysis matrix / Дәлелдемені салыстырмалы талдаудың матрицасы / Матрица сравнительного анализа аргументации

A specialised tabular tool enabling the comparison of argumentative structures across multiple sources according to the parameters: main thesis, key arguments, evidence base, assumptions, and counterarguments. It is applied in the in-depth critical analysis of polemical or discursive literature.

Argumentation diagram / Дәлелдеме сызбасы / Схема аргументации

A linear or hierarchical visual diagram displaying the structure of the argumentation of an academic text: the main thesis, supporting arguments, evidence, and counterarguments. It is used to systematise the source’s logic during note-taking and to prepare for critical analysis.

Argumentation map / Дәлелдеме картасы / Карта аргументации (Distinct from Argument map: Structural outlines focus on planning and organising the entire text, while argument maps depict the reasoning structure specific to arguments within the text.)

A graphic diagram representing the logical architecture of the entire system of evidence in an academic text: the connections between the main thesis, supporting arguments, assumptions, and objections. (Macro level — compares with argument map and argumentation map at micro and meso levels, respectively.) It is used for holistic comprehension and evaluation of the author’s argumentative strategy.

Argumentative analysis / Дәлелдемелік талдау / Аргументативный анализ

An analytical procedure for the systematic examination of the logical structure of argumentation in an academic text: identifying theses, evidence, assumptions, counterarguments, and the logical connections between them. It is a central component of the critical reading of research literature.

Ask / Сұрақ қою / Спрашивать, ставить вопрос (Step 2 of the RAP strategy: Read — Ask — Put; see: RAP strategy)

The second stage of the RAP strategy, in which the reader, having read a paragraph, formulates questions about its content: What is this paragraph about? What is the main idea? What did I learn? It activates reflective reflection, ensures comprehension testing, and creates the basis for the subsequent retelling in one’s own words.

Associative connections / Ассоциативтік байланыстар / Ассоциативные связи

Semantic relationships between concepts, ideas, or notions formed by the reader on the basis of associations. Visualising associative connections through mind maps and concept maps is an effective way to systematise academic knowledge.

Associative thinking / Ассоциативтік ойлау / Ассоциативное мышление

A cognitive process of establishing semantic connections between concepts, ideas, and images on the basis of their similarity, contiguity, or contrast. In academic reading, it facilitates integrating new knowledge with existing knowledge and generating original research ideas.

Audit / Аудит / Аудит

A systematic procedure for verifying and evaluating the quality, completeness, and conformity of academic activities, sources, or learning practices against defined standards. In the context of academic reading, an audit is used to reflect on one’s own strategies and skills in working with texts.

Author’s stance / Автордың ұстанымы / Позиция автора

The explicit or implicit point of view adopted by the author with respect to the problem, theory, or discussion under consideration. The identification of the author’s stance is a key task of critical reading: it enables the evaluation of the source’s objectivity, the identification of possible biases, and an understanding of how the author’s position shapes the selection and interpretation of the evidence presented.

Authority / Беделділік / Авторитетность

The level of professional recognition and academic reputation an author or source holds within a scholarly field. Authority is assessed by qualifications, publication record, and academic affiliation.

B

Behavioral economics / Мінез-құлықтық экономика / Поведенческая экономика

A field of research at the intersection of economics and psychology, studying the influence of cognitive biases, heuristics, and emotional factors on decision-making. In the context of academic reading, knowledge of behavioural economics helps recognise irrational patterns in source argumentation and raise conscious awareness of one’s own reading biases.

Bias / Алаламдылық / Предвзятость

A systematic deviation in the perception, interpretation, or presentation of information, resulting from subjective attitudes, values, or interests. In academic reading, identifying bias is essential for source analysis.

Bias / Алаламдылық / Предвзятость

A systematic deviation of judgements, interpretations, or methodological decisions from objectivity as a result of personal beliefs, institutional interests, cultural dispositions, or methodological limitations. In academic reading, recognising forms of bias is a necessary condition for the objective evaluation of sources.

Bias recognition / Біржақтылықты тану / Распознавание предвзятости

A skill for identifying various forms of cognitive distortion, methodological bias, and ideological dispositions in academic texts and in one’s own reading activity. It encompasses the recognition of confirmation bias, systematic sampling distortions, the halo effect, and other forms of bias that affect the validity of academic judgements.

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Blind spots / Соқыр нүктелер / Слепые пятна

Areas of knowledge, aspects of a problem, or types of argumentation that the reader or author systematically overlooks as a result of cognitive biases, limited perspective, or unrecognised prejudices. Conscious awareness of one’s own blind spots is a necessary condition for objective critical reading and the development of intellectual humility.

Block reading / Блоктық оқу / Блоковое чтение

In this technique, you see not single words but groups of words or whole lines. This reduces the number of words you say to yourself, broadens what you see at once, and raises reading speed while maintaining understanding.

Bloom’s taxonomy / Блум таксономиясы / Таксономия Блума

A hierarchical classification model of cognitive learning objectives was developed by Benjamin Bloom and revised in 2001. It encompasses six levels: remembering, understanding, applying, analysing, evaluating, and creating. In academic reading, Bloom’s taxonomy is used to differentiate reading tasks by cognitive complexity and to select appropriate strategies.

Bold font / Жуан қаріп / Полужирный шрифт

A typographic text emphasis achieved through an increased weight of the character rendering, used in academic texts to designate key terms, headings, and particularly significant claims. In academic style systems (APA, MLA, and Chicago), the use of bold font is strictly regulated and is not an arbitrary stylistic decision.

Brainstorming / Миға шабуыл / Мозговой штурм

A technique for generating ideas in which a participant or group produces the maximum number of associations, questions, and assumptions within a limited time without immediately evaluating or censoring them. In academic contexts, it is used to activate background knowledge before reading, plan research, and overcome creative blocks.

Brief summary / Қысқа қорытынды / Краткое резюме

A concise account of the main content of an academic text, limited to a few sentences. It is used for rapid retrieval of a source’s key ideas, preparation of annotations, and initial verification of comprehension.

C

Central focus / Орталық фокус / Центральный фокус

The specific aspect, question, or problem on which the author’s principal analytical attention is concentrated within the broader central theme. It enables the reader to more precisely identify the subject of investigation and to distinguish the main object of discussion from accompanying elements; it is a narrower concept in scope than the central theme.

Central theme / Орталық тақырып / Центральная тема

The principal overarching idea or problem uniting all the content of an academic text and determining the direction of the author’s thought. It differs from a thesis in representing a broader substantive domain rather than a specific claim; identifying the central theme is the first step in the structural analysis of the source.

Chapter summary / Тарау қорытындысы / Резюме главы

A structured account of the principal content, key arguments, and conclusions of an individual chapter of an academic source. It is an important intermediate product of academic reading, helping retain content before the subsequent synthesis of information from multiple sources.

Checklist / Тексеру тізімі / Контрольный лист (Synonym: Control list — merged with this entry)

A list of criteria, requirements, or steps used for the systematic verification of the completeness and quality of academic work, the evaluation of a source, or the implementation of a reading strategy. A checklist minimises the risk of overlooking important elements and standardises the analytical procedure.

Chunking / Топтастыру / Чанкинг

A cognitive technique in which a sequence of words or symbols is perceived as a single meaningful block rather than as a collection of individual elements. In speed reading, chunking enables the coverage of several words in a single fixation, substantially increasing speed while preserving comprehension; in note-taking, it enables the grouping of ideas into compact thematic units.

Circular reasoning / Тұйықтамалы дәлелдеу / Круговая аргументация

A logical fallacy in which a claim is justified by reference to itself or to a premise that already presupposes the truth of the conclusion. In academic reading, recognising circular reasoning is an important skill for critical analysis of sources and for evaluating the logical consistency of a text.

Clarifying questions / Нақтылаушы сұрақтар / Уточняющие вопросы

Questions directed towards clarifying ambiguous, incomplete, or insufficiently substantiated claims in an academic text: What exactly does the author mean? What meaning is invested in this term? On what basis does this claim rest? They are a tool for the reader’s active dialogue with the text and the basis for critical annotating.

Close reading / Толық оқу / Внимательное чтение — An interpretative strategy of slow, concentrated reading aimed at uncovering hidden meanings, rhetorical techniques, structural patterns, and implicit assumptions within a text. It is a key method of literary and critical academic analysis.

Clustering method / Кластерлер әдісі / Метод кластеров

A method of generating and visually organising ideas in which a central concept is surrounded by related concepts, forming a cluster diagram. It is applied to activate prior knowledge before reading, plan academic writing, and synthesise information from multiple sources.

Code (Abbreviation) / Код (Қысқарту) / Код (Сокращение)

A personal or standardised symbol, abbreviation, or conventional mark used in annotating and note-taking for the rapid recording of recurring concepts, types of information, or reading responses. The application of a consistent code system increases the speed of working with a text and the structural quality of reading notes.

Cognitive anchors / Когнитивтік ілмектер / Когнитивные крючки

Mnemonic and associative reference points that link new academic information to prior knowledge, images, or personal experiences. The use of cognitive anchors supports memory formation and ensures easier access to information in long-term memory.

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Cognitive bias / Когнитивтік бұрмалану / Когнитивное искажение

Patterns of a systematicerrorsn in thinking and judgmentdue to the use of mental shortcuts and simplified information processing. Recognizinge biases such as confirmation biase halo effect or, false dichotom is essential for objective analysis of academic sources. Readers can foster bias self-awareness by asking reflective questions, such as: When did I last reject a study that challenged my beliefs? Noting such moments helps sustain a habit of bias recognition.

Cognitive dissonance / Когнитивтік диссонанс / Когнитивный диссонанс

A state of psychological discomfort arises when new information conflicts with already established beliefs or knowledge. In academic reading, cognitive dissonance is a productive signal: it indicates the need to critically revise assumptions and deepen comprehension. Prompting oneself with a question such as “What prior belief of mine feels challenged here?” can guide the reader to use cognitive dissonance constructively and promote metacognitive reflection in the moment.

Cognitive level / Когнитивтік деңгей / Когнитивный уровень

The degree of mental complexity of the operations performed by the reader when engaging with an academic text: from the reproduction of facts (lower level) to analysis, synthesis, and critical evaluation (higher levels). It is systematised in Bloom’s taxonomy and serves as a reference point in the formulation of questions and tasks.

Cognitive load / Когнитивтік жүктеме / Когнитивная нагрузка

Mental resources required to perceive and process new information. In academic reading, high cognitive load can reduce comprehension; strategies to manage it include chunking, previewing, using visual organizers, and taking a staged approach to the text.

Cognitive process / Когнитивтік процесс / Когнитивный процесс

The totality of mental operations — perception, attention, memory, thinking, comprehension, and language — that ensure the receipt, processing, and storage of information. Academic reading is a complex cognitive process engaging all levels of thinking, from literal perception to synthesis and evaluation.

Collaborative annotating / Коллаборативтік аннотациялау / Коллаборативное аннотирование

A joint practice of creating annotations on academic texts by a group of readers, in which participants exchange comments, respond to one another’s marks, and collectively deepen their understanding of the source. It is implemented in both digital environments (through web annotation platforms) and classroom settings.

Collaborative process / Коллаборативтік процесс / Коллаборативный процесс

The joint activity of two or more participants aimed at achieving a shared academic outcome through the division of tasks, mutual knowledge exchange, and coordinated interaction. In the context of academic reading, collaborative processes include group discussions of sources, joint annotation, and collective synthesis of information.

Collective intelligence / Ұжымдық интеллект / Коллективный интеллект

The integrated cognitive potential of a group that exceeds the sum of its individual members’ contributions. In academic contexts, collective intelligence manifests in group discussions, collaborative annotation, and joint research projects, where participants’ interactions generate new ideas and interpretations.

Collective summarizing / Ұжымдық қорытындылау / Коллективное резюмирование

A strategy for creating a generalised account of an academic text or topic through the joint efforts of a group, in which each participant contributes to the formation of a holistic and multi-faceted summary. It develops collaborative thinking, argumentation, and the reconciliation of differing interpretations.

Colour coding / Түстік кодтау / Цветовое кодирование

A systematic annotating method in which each highlighter colour is assigned to a specific category of information or type of reading response: for example, yellow — key ideas, blue — definitions, red — contested claims, green — connections with other sources. In combination with a highlighting legend, it forms a holistic and reproducible annotation system.

Colour marking / Түстік маркерлеу / Цветовая маркировка

A technique of applying coloured marks to a text using highlighters or digital tools for the visual accentuation of information. Unlike colour coding, it does not necessarily presuppose a pre-developed system of categories; it may be applied intuitively to draw attention to important passages.

Colour-coding method / Түспен кодтау әдісі / Кодировка цветом (See also: Colour coding — synonym)

A system of visual organisation of annotations and highlights in which different colours are assigned to specific categories of information: key ideas, evidence, questions, definitions, and so forth. It ensures rapid visual access to the required type of information when returning to a source.

Combined approach / Кешенді тәсіл / Комбинированный подход

An academic reading strategy that consciously combines elements of several methods or techniques in order to achieve the optimal result in a specific reading context. It is distinguished from the hybrid strategy by its situational rather than systematic character: it is applied in response to the specific nature of a particular text or task.

Commenting / Түсініктеме жасау / Комментирование

The practice of creating written or oral explanations, interpretations, and evaluations of the content of an academic text. It is a broad category encompassing all types of reader annotations — from brief marginal marks to extended reflective notes.

Common error / Жиі кездесетін қателік / Типичная ошибка

A regularly recurring violation in the application of a technique or strategy of academic reading, characteristic of a significant proportion of readers at a particular stage of learning. An awareness of common errors enables purposeful correction of reading practice and prevention of the formation of ineffective habits of working with texts.

Communication channel / Қарым-қатынас арнасы / Коммуникационный канал

A means or format for transmitting academic information between participants in an educational or research process: written texts, oral presentations, digital platforms, and other media. In the context of academic reading and writing, an understanding of the communication channel determines the choice of register, style, and tools for working with information.

Comparative analysis / Салыстырмалы талдау / Сравнительный анализ

The systematic examination of two or more sources, concepts, theories, or approaches with the aim of identifying structural similarities, significant divergences, and mutually complementary elements. In academic reading, comparative analysis is a tool for synthesising literature, evaluating competing positions, and forming one’s own analytical judgement.

Comparative analysis matrix / Салыстырмалы талдау матрицасы / Матрица сравнительного анализа

A structured table designed for the parallel comparison of multiple objects of analysis — sources, concepts, methods — according to unified parameters. It is a universal tool for comparative academic analysis, ensuring systematicity and clarity in juxtaposition.

Comparative matrix / Салыстырмалы матрица / Сравнительная матрица

A tabular tool in which several sources, concepts, or arguments are systematically compared according to a uniform set of criteria arranged in rows or columns. It ensures a visual and structured comparison, facilitating the identification of similarities, divergences, and gaps when working with a body of literature.

Comparative table / Салыстырмалы кесте / Сравнительная таблица

A structured table used for the visual comparison of two or more objects, sources, strategies, or concepts according to defined parameters. In the context of the series, it is applied to compare the advantages and disadvantages of various academic reading techniques and strategies.

Comparison and contrast / Салыстыру және қарама-қарсы қою / Сравнение и контраст

An analytical technique and rhetorical structure in which two or more objects, concepts, or sources are examined from the standpoint of their similarities and differences according to defined criteria. In academic reading and writing, comparison and contrast are foundational tools for argumentation, source synthesis, and the critical evaluation of competing theories or approaches.

Comparison points / Салыстыру нүктелері / Точки сравнения

Specific criteria or parameters according to which the systematic comparison of two or more sources, concepts, or arguments is carried out in the course of comparative analysis. The advanced definition of comparison points ensures the consistency, structured character, and analytical richness of a comparative review or essay.

Complex skill / Күрделі дағды / Сложный навык

A multi-component competence requiring the coordinated application of several foundational abilities, cognitive processes, and strategies. In the context of academic reading, complex skills include critical analysis, the synthesis of multiple sources, and metacognitive monitoring of comprehension; they are developed through extended, purposeful practice. The effective acquisition of complex skills relies on deliberate practice: repeated, focused drills spaced out over time, enriched by targeted feedback. This approach helps learners gradually master each component, refine performance, and build lasting expertise.

Complexity zones / Күрделілік аймақтары / Зоны сложности

Passages of an academic text are characterised by elevated conceptual density, terminological richness, or logical multi-layeredness. Identifying complexity zones during previewing enables the reader to strategically allocate time and attention during detailed reading.

Comprehension monitoring / Түсінуді бақылау / Мониторинг понимания

A continuous process by which the reader tracks their own comprehension of a text in the course of reading, with the aim of the timely detection of difficulties and the activation of corrective strategies. It is the central component of metacognitive control and a distinguishing hallmark of mature, conscious academic reading.

Comprehensive evaluation checklist / Кешенді бағалаудың бақылау тізімі / Контрольный лист комплексной оценки

A structured list of criteria for the comprehensive evaluation of an academic source according to the parameters of authority, currency, credibility, accuracy, relevance, and methodological rigour. It is applied as a standardised tool of critical analysis in research and educational activity.

Comprehensive evaluation report / Кешенді бағалау есебі / Комплексный оценочный отчёт

A structured written document containing a systematic evaluation of an academic source or body of literature according to several criteria: authority, currency, credibility, methodological rigour, and relevance to the research. It constitutes the final product of critical literature analysis.

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Concept map / Концептуалды карта / Концептуальная карта

A graphic diagram representing a system of interrelated concepts on a particular topic with explicit designation of the type of relationships between them. It is a more structured and analytically precise tool compared with a mind map, as it requires the formulation of linking propositions between concepts.

Concept maps / Концепт-карталар / Концепт-карты

Graphic tools for knowledge visualisation that represent hierarchical and cross-connections between concepts through nodes and labelled connecting lines. Unlike mind maps, concept maps emphasise the nature of the relationships between concepts and enable the representation of complex non-linear conceptual structures.

Conceptual / Концептуалдық / Концептуальный

An adjective pertaining to concepts, abstract ideas, and theoretical constructs, as distinct from concrete, procedural, or factographic content. In academic discourse, it is used to characterise the level and type of information, as well as the quality of thinking and analysis.

Conceptual information / Концептуалдық ақпарат / Концептуальная информация

A category of academic information representing abstract ideas, theoretical constructs, principles, and generalisations, as distinct from factographic or procedural information. Working with conceptual information requires a higher level of abstract thinking and deep processing of the text.

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Conceptual landscape / Тұжырымдамалық ландшафт / Концептуальный ландшафт

A metaphorical designation for the totality of concepts, theories, discussions, and positions that constitute the intellectual space of a particular academic field or topic. Navigating the conceptual landscape is a prerequisite for meaningful source reading and for formulating an original research contribution.

Conceptual network / Тұжырымдамалық желі / Концептуальная сеть

A system of interrelated concepts forming a holistic cognitive structure for understanding a particular topic or field of knowledge. In academic reading, a conceptual network forms as new sources are integrated with existing knowledge, indicating deep comprehension of the material.

Confidence interval / Сенімділік аралығы / Доверительный интервал

A statistical range of values within which the true parameter of a population lies with a specified probability. In academic reading, understanding confidence intervals is necessary for correctly interpreting quantitative data and assessing the precision of research conclusions.

Confirmation bias / Растаушы бейімділік / Подтверждающее смещение

A cognitive bias characterised by a tendency to seek, interpret, and remember information that confirms existing beliefs, while ignoring or undervaluing evidence that contradicts them. In academic reading, conscious awareness of confirmation bias is a condition for objectivity in the critical analysis of sources.

Confounder / Конфаундер / Конфаундер

An external variable that is simultaneously associated with both the independent and dependent variables of a study and that may distort the observed relationship between them. In academic reading, identifying confounders when analysing research methodology is a necessary condition for the correct evaluation of a source’s causal claims.

Connecting questions / Байланыстырушы сұрақтар / Связующие вопросы

Reader-formulated questions that explicitly connect new material with known concepts, other sources, or personal experience. They drive integrative thinking and build a coherent knowledge network. In practice, such questions guide further reading and help in synthesising new knowledge with existing frameworks.

Connection journal / Байланыстар күнделігі / Дневник связей

A form of reflective academic record-keeping in which the reader systematically documents connections established between sources, ideas, concepts, and personal experience. Maintaining a connection journal fosters integrative thinking and a holistic understanding of the field under study.

Connection map / Байланыстар картасы / Карта связей

A graphic diagram representing the semantic connections between concepts, sources, arguments, or ideas identified by the reader in the course of working with academic literature. It enables the visualisation of an intellectual knowledge network and the discovery of non-obvious conceptual interdependencies.

Connection quality audit / Байланыстар сапасының аудиті / Аудит качества связей

A reflective procedure for the systematic verification of the relevance, accuracy, and depth of connections established by the reader between sources, ideas, and concepts. It enables the identification of superficial or erroneous connections and enhances the quality of integrative analysis.

Connection-making method / Концепциялар арасында байланыстар орнату әдісі / Метод установления связей

A technique of academic reading and note-taking purposefully oriented towards the identification and recording of connections between new material and already known concepts, personal experience, or other sources. It stimulates integrative thinking and facilitates the transfer of knowledge to long-term memory.

Constructive criticism / Конструктивтік сын / Конструктивная критика

A form of academic feedback aimed not at discrediting but at improving work: identifying specific shortcomings while simultaneously proposing reasoned ways of addressing them. It is a norm of professional academic discourse and a necessary condition for scholarly progress.

Constructive feedback / Конструктивтік кері байланыс / Конструктивная обратная связь

A purposeful response to academic work or reading practices that combines recognition of strengths with specific, reasoned recommendations for improvement. It is distinguished from constructive criticism by its broader scope: encompassing both evaluation of the outcome and support for the development process.

Content prediction / Мазмұн туралы болжам жасау / Прогнозирование содержания

An active reading strategy in which the reader formulates reasoned predictions about the content, argumentation, or conclusions of a text before or during reading, based on headings, keywords, structure, and background knowledge. It activates prior knowledge, increases engagement, and creates an orienting framework for verifying comprehension.

Contextual cues / Контекстік белгілер / Контекстные подсказки

Lexical, grammatical, and structural elements of a text that help the reader reconstruct the meaning of unfamiliar words, understand implicit meanings, and navigate the logic of the exposition without recourse to external sources. The ability to use contextual cues is an important skill of effective academic reading.

Contextual placement / Контекстуалды орналастыру / Контекстуальное размещение — An annotating and analysis technique in which the reader explicitly indicates in which context — theoretical, methodological, or historical — a specific claim or piece of data should be understood. It prevents the decontextualisation of information and ensures its accuracy in subsequent research use.

Contextual understanding / Контекстуалды түсіну / Контекстуальное понимание — A level of comprehension of an academic text at which the reader takes into account not only the literal meaning of words and claims but also the conditions of their creation, disciplinary norms, the audience, and the author’s communicative purposes. It is an indicator of deep rather than surface-level reading.

Contextualization / Контекстуализациялау / Контекстуализация

The process of placing an academic source, claim, or data within the appropriate historical, cultural, disciplinary, or theoretical context in order to more accurately understand their meaning and significance. It is a necessary condition for the correct interpretation and critical evaluation of information.

Contrastive reading / Қарама-қарсы оқу / Контрастное чтение

A strategy of reading two or more sources in parallel with the aim of identifying conceptual, methodological, or interpretative differences between them. It develops comparative analysis skills, helps refine theoretical positions, and assists in forming one’s own reasoned perspective on a contested problem.

Cornell method / Корнелл әдісі / Метод Корнелла

A structured note-taking method developed at Cornell University that divides the page into three zones: a wide right column for notes taken during a lecture or reading, a narrow left column for keywords and questions, and a lower strip for a brief summary. It ensures the organisation of notes and facilitates subsequent review.

Correspondence matrix / Сәйкестік матрицасы / Матрица соответствия

A table that systematically records the degree of correspondence between multiple sources, theories, or data categories according to a defined set of criteria. It is used to identify patterns, gaps, and contradictions within the body of literature studied.

Counterarguments / Қарсы дәлелдер / Контраргументы — Claims, data, or reasoning that refute or weaken the main thesis of an academic text. The ability to identify and analyse counterarguments is a hallmark of mature critical thinking; their consideration enhances the persuasiveness of one’s own argumentation and reflects the author’s intellectual honesty.

Credibility / Сенімділік / Достоверность

The quality of information, a claim, or a source is grounded in its conformity with verifiable facts, internal logical consistency, and recognition within the academic community. Credibility is one of the key criteria for evaluating sources, alongside authority, currency, and relevance.

Critical analysis / Сыни талдау / Критический анализ

A systematic analytical procedure aimed at evaluating the logical structure, argumentation, methodology, assumptions, and conclusions of an academic text from the standpoint of their validity and credibility. It extends beyond description and summarising, requiring interpretation, evaluation, and the formulation of one’s own reasoned position.

Critical analysis worksheet / Сыни талдаудың жұмыс парағы / Рабочий лист критического анализа

A specialised structured document containing a system of criteria and questions for the systematic critical evaluation of an academic source: argumentation, methodology, evidence base, assumptions, limitations, and relevance. It is a standard tool for instruction in critical academic reading.

Critical comments / Сыни түсініктемелер / Критические комментарии

A type of annotating in which the reader evaluates specific claims, arguments, or methodological decisions of the author from the standpoint of their validity, accuracy, or logical consistency. Critical comments record the reader’s active intellectual position and serve as a foundation for forming their own argumentation.

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Critical evaluation / Сыни бағалау / Критическая оценка

A systematic process of analysing an academic source according to established criteria with the aim of delivering a reasoned judgement on its scholarly value, methodological rigour, credibility of argumentation, and applicability to the research context. It is the central skill of academic reading at the highest level.

Critical questions / Сыни сұрақтар / Критические вопросы

Questions aimed at testing the validity, credibility, and logical consistency of an academic text’s claims, arguments, and methodology. The systematic posing of critical questions is the principal tool of analytical reading and the development of independent academic judgement.

Critical reader / Сыни оқырман / Критический читатель

A reader possessing developed skills of analytical and critical reading: the ability to evaluate argumentation, identify assumptions, recognise logical fallacies and biases, establish intertextual connections, and formulate an independent, reasoned position. A critical reader is an active participant in academic discourse rather than a passive consumer of information.

Critical reading / Сыни оқу / Критическое чтение

A strategy of active engagement with an academic text in which the reader not only understands its content but also systematically evaluates the validity of arguments, the credibility of sources, and the logic of reasoning, while identifying assumptions, biases, and implications. It is the highest form of academic reading, integrating analytical and reflective thinking.

Critical thinking / Сыни ойлау / Критическое мышление

An intellectual discipline involving the active, methodical, and reflective evaluation of information, arguments, and beliefs from the standpoint of their validity, logical consistency, and credibility. In academic contexts, critical thinking is a cross-cutting competency that permeates all levels of reading, writing, and research activity.

Critical thinking journal / Сыни ойлау күнделігі / Журнал критического мышления

A reflective academic journal in which the reader systematically records analytical observations, critical evaluations of arguments, identified logical fallacies, and their own intellectual responses to sources read. It serves as a tool for the purposeful development of critical thinking skills.

Cross-referencing / Айқаспалы сілтемелер / Кросс-референсирование

The practice of establishing explicit cross-references between related sections of a single text or between multiple sources in order to indicate semantic connections, corroborating or contradictory data. It ensures the integrity and internal consistency of academic argumentation.

Curiosity / Қызығушылық / Любознательность

A sustained intellectual disposition expressed in the drive to explore, openness to new knowledge, and readiness to ask questions beyond the obvious. In academic contexts, curiosity is the driving force of research reading, the generation of questions, and intellectual growth.

Currency / Өзектілік / Актуальность (по времени)

A source evaluation criterion reflecting how the publication date meets the requirements of the research context. Currency is especially important in rapidly evolving fields.

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Data or questions / Деректер немесе сұрақтар / Данные или вопросы

A binary category used in annotating and note-taking to denote two types of reading records: factual data extracted from the text and questions arising in the reader’s mind during reading. Distinguishing between these record types enhances the analytical value of notes.

Describe / Сипаттау / Описывать (шаг 3) (Step 3 of the RIDA strategy: Read — Imagine — Describe — Add; see also: RIDA strategy; Add — step 4; Imagine — step 2)

The third stage of the RIDA strategy, in which the reader formulates in written or oral form a detailed account of the mental images generated at the Imagine stage. The translation of visual and mental images into verbal form activates long-term memory and ensures deeper consolidation of academic content.

Description / Сипаттама / Описание

A cognitive and communicative mode in which the characteristics, properties, or structure of a phenomenon are presented without critical evaluation or interpretation. In Bloom’s taxonomy, description corresponds to lower levels of cognitive complexity; in academic texts, it represents a necessary but insufficient level of engagement with material.

Descriptive statistics / Дескриптивті статистика / Дескриптивная статистика

A set of methods for summarising and presenting quantitative data — including mean, median, standard deviation, range, and others — in a form accessible for interpretation. In academic reading, an understanding of descriptive statistics is necessary for the critical evaluation of empirical research.

Detailed reading / Егжей-тегжейлі оқу / Детальное чтение (Distinct from Close reading: emphasis here is on comprehensive coverage of content rather than interpretative depth) — A strategy of sequential and thorough reading aimed at achieving complete coverage of the content of a text. It is applied when working with primary sources, methodological sections, and argumentative passages that require precise comprehension of each claim.

Development journal / Даму журналы / Журнал развития

A long-term reflective journal documenting the professional and intellectual development of a researcher or student through systematic academic activity. It records the evolution of reading strategies, analytical capacities, and research thinking over an extended period.

Devil’s advocate / Дьяволдың адвокаты / Адвокат дьявола

A critical strategy where a reader or participant deliberately adopts an opposing position to identify weaknesses in an argument, test key claims, and develop critical thinking skills.

Diagonal scanning / Диагональды шолу / Диагональное сканирование

A technique of rapidly scanning a text visually along the diagonal of the page in order to locate key words, phrases, and structural markers without sequential reading. It is applied at the stage of preliminary familiarisation with a source to assess its relevance and structure.

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Dialectical / Диалектикалық / Диалектический

Pertaining to a method of cognition based on the identification and resolution of contradictions through the interaction of opposing positions, thesis and antithesis. A dialectical approach to academic reading involves treating competing perspectives as a necessary condition for deeper understanding.

Dialogic annotating / Диалогтық аннотациялау / Диалогическое аннотирование

An annotation strategy based on the principle of dialogue between the reader and the text. The reader systematically formulates responses to the author’s claims — questions, agreements, objections, additions — thereby creating a written record of active critical engagement with the source.

Dialogic comments / Диалогтық түсініктемелер / Диалогические комментарии

A type of annotating in which the reader enters into written dialogue with the text: posing questions, raising objections, expressing agreement, or requesting clarifications directly in the margins or digital notes. It transforms reading into active intellectual engagement with the author and their ideas.

Dichotomies / Дихотомиялар / Дихотомии

Analytical pairs of opposing or mutually exclusive concepts are used to structure and clarify complex conceptual relationships in academic texts. Identifying key dichotomies helps the reader navigate the author’s theoretical positions and organise the comparative analysis of sources.

Differentiated pace / Саралаушы қарқын / Дифференцированный темп

A strategy of flexible reading speed management in which the reader consciously slows down on complex, methodologically dense, or argumentatively significant passages and accelerates on supplementary and familiar sections. It ensures an optimal balance between time investment and depth of comprehension.

Digital age / Сандық дәуір / Цифровая эпоха

The contemporary historical period is characterised by the widespread dissemination of digital technologies, the accessibility of information, and the transformation of academic practices of reading, writing, and research. In the context of the series, the term refers to the new conditions of academic reading: multimodal sources, digital annotation, and the management of information overload.

Digital annotation / Сандық аннотациялау / Цифровое аннотирование

The practice of applying comments, highlights, symbols, and notes to digital texts using specialised applications and tools (Hypothes.is, Adobe Acrobat, Kindle, note-taking applications). It provides all the functional capabilities of traditional annotating with additional advantages: searching by annotation, export, shared access, and integration with repositories.

Digital mapping / Сандық картаға түсіру / Цифровое картирование

The creation of concept maps, mind maps, and visual diagrams using specialised software (Miro, MindMeister, Coggle, XMind). It provides capabilities unavailable in manual mapping: dynamic editing, hyperlinks, collaborative working, and the integration of multimedia elements; it is applied as a tool for the synthesis of academic sources.

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Directions for future research / Болашақ зерттеулердің бағыттары / Направления для будущих исследований

A section of an academic work in which the author identifies unresolved questions, promising hypotheses, and areas of knowledge meriting further investigation. In academic reading, analysing this section enables the identification of current gaps in the literature and the assessment of a topic’s research potential.

Disadvantages / Кемшіліктер / Недостатки

Weaknesses, limitations, or potential difficulties associated with the application of a specific technique, strategy, or approach to academic reading. An awareness of the disadvantages of each method is a necessary condition for the conscious and flexible selection of tools for working with texts.

Discipline-specific / Пәнге тән / Дисциплинарно-специфичный

Pertaining to the concepts, methods, terminology, or norms characteristic of a particular academic discipline. In the context of academic reading, awareness of a source’s disciplinary specificity is necessary for its correct interpretation and critical evaluation.

Disclaimer / Ескерту / Дисклеймер

A caveat or warning in an academic text that limits the scope of claims, acknowledges potential conflicts of interest, or clarifies the boundaries of a study. The presence of a disclaimer reflects the author’s scholarly integrity and the transparency of their research position.

Discrepancy analysis / Алшақтықтарды талдау / Анализ расхождений

An analytical procedure for identifying and interpreting inconsistencies across sources, data, theories, or claims. It serves as a foundation for formulating research questions and critically evaluating the literature. See also: Analytical foundation, Argumentation.

Distributed previewing / Таратылған алдын ала шолу / Распределённый просмотр

A technique for preliminary familiarisation with a body of literature in which the reader sequentially previews several sources within a single session, distributing previewing attention evenly among them. It enables the effective evaluation of the full range of sources on a topic and the selection of the most relevant for detailed reading.

Distributed repetition / Таратылған қайталау / Распределённое повторение

A learning strategy involving the distribution of revision sessions across several short periods over an extended time rather than a single prolonged session. It draws on the spacing effect in cognitive psychology; unlike spaced repetition, it does not presuppose algorithmic management of intervals based on the forgetting curve.

During-reading strategies / Оқу кезіндегі стратегиялар / Стратегии во время чтения

The set of techniques and approaches applied directly during reading: annotating, formulating questions, predicting, monitoring comprehension, establishing connections, and managing pace. They are directed towards active engagement with the text and continuous real-time monitoring of comprehension.

Dynamic prediction journal / Динамикалық болжамдар күнделігі / Журнал динамических предположений

A type of reading journal in which predictions about the content, arguments, and conclusions of a text are recorded and progressively revised as reading proceeds. It enables the tracking of the evolution of the reader’s understanding and develops predictive reading skills.

E

Effect size / Әсер мөлшері / Размер эффекта

A statistical measure of the practical significance of a research result, indicating the magnitude of the difference or the strength of the relationship between variables independently of the sample size. In academic reading, interpreting effect sizes is necessary to evaluate the real significance of statistically significant results, since statistical significance is not equivalent to practical significance.

End-of-section comments / Бөлімдер соңындағы түсініктемелер / Комментарии в конце раздела

Reflective notes compiled by the reader upon completing each section or chapter of an academic text. They record the key ideas, emerging questions, connections established, and preliminary evaluations of what has been read, thereby creating a consistent analytical record of engagement with the source.

E-reader annotation / E-reader-де аннотациялау / Аннотирование на E-reader

Digital annotation is conducted using the built-in tools of electronic reading devices, such as highlighting, comments, bookmarks, and notes. These features enable the organisation and export of annotations; for example, highlights can be directly exported into citation management software. This process supports efficient referencing, integration of research materials, and the purposeful selection of digital tools for academic work.

Evaluation / Assessment / Бағалау / Оценка / Оценивание

A higher-order cognitive process involving the delivery of a reasoned judgement on the quality, value, validity, or effectiveness of an academic source, argument, or reading strategy on the basis of established criteria. In Bloom’s taxonomy, evaluation occupies the highest level of cognitive complexity.

Evaluation card / Бағалау карточкасы / Оценочная карточка

A structured template for the systematic evaluation of an academic source according to a defined set of criteria: authority, currency, credibility, accuracy, relevance, and methodological rigour. It ensures uniformity in the evaluation procedure when working with a large body of literature and facilitates subsequent comparisons of sources.

Evaluative questions / Бағалау сұрақтары / Оценочные вопросы

Questions directed towards assessing the overall value, credibility, significance, and sufficiency of an academic source or argumentation: Is this source reliable? Is the author’s position well-founded? What is the practical significance of this research? They correspond to the evaluation level in Bloom’s taxonomy.

Evidence / Дәйектемелер / Доказательства

Facts, data, observations, or findings from other studies are used to support claims in an academic text. The critical evaluation of evidence involves analysing its source, methodology of collection, relevance, and sufficiency.

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Evidence base / Дәлелдемелік база / Доказательная база

The totality of verified data, facts, and research findings on which the argumentation of an academic text is constructed. Evaluating the completeness, relevance, and reliability of the evidence base is a key element of the critical reading of scholarly literature.

Evidential / Дәлелдемелік / Доказательный

A characteristic of a claim, argument, or text indicating that it is grounded in verifiable data and facts. In academic discourse, the evidential character of claims is a mandatory requirement of scholarly rigour and integrity.

Explain to a child / “Балаға” түсіндіру / Объяснение “ребёнку” (Component of the Feynman technique; see: Feynman technique)

A self-testing technique in which the reader formulates a learned concept in the simplest and most accessible language possible, as if explaining it to a person without specialist knowledge. It identifies gaps in understanding and stimulates the transition from superficial familiarity to deep acquisition of academic material.

Extended K-W-L / Кеңейтілген K-W-L / Расширенный K-W-L (Extended form of the K-W-L strategy; see also: K-W-L strategy)

A modified version of the K-W-L strategy supplemented by one or more additional columns: for example, “How will I find out?” (H), “What else do I need to determine?”, or “What have I learned from multiple sources?”. It provides deeper metacognitive reflection and expands the strategy’s capabilities for working with a body of sources.

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Extended summary / Кеңейтілген қорытынды / Развёрнутое резюме

A detailed account of the content of an academic text that encompasses not only the main ideas and arguments but also the key evidence, methodological approaches, and the author’s conclusions. Unlike a brief summary, an extended summary retains the majority of the source’s significant details and is used in the preparation of literature reviews and research reports.

External validity / Сыртқы жарамдылық / Внешняя валидность

The degree to which the findings of a study can be generalised and transferred to other contexts, samples, or conditions beyond the original study. In academic reading, assessing external validity helps determine the extent to which a source’s conclusions apply to the problem under investigation.

Eye fixation / Фиксациялар / Фиксация

A brief pause of the eyes on a group of words or symbols in the course of reading, during which the visual perception of information takes place. An effective reader makes fewer and broader fixations per line than a beginning reader. Reducing the number of fixations and widening the coverage area of each fixation are key objectives in improving reading speed.

F

Factographic information / Фактографиялық ақпарат / Фактографическая информация

Specific, verifiable data contained in an academic text: figures, dates, names, events, statistical indicators, and measurement results. In reading, factographic information requires verification of accuracy, reliability of the source, and correctness of interpretation; it is one of the five types of academic knowledge according to the series classification.

False dichotomy / Жалған дихотомия / Ложная дихотомия

A logical fallacy in which a complex problem is artificially reduced to two mutually exclusive options when intermediate or alternative positions in fact exist. Recognising false dichotomies in academic texts is an important skill of critical thinking.

Features / Ерекшеліктер / Особенности

The distinguishing characteristics, specific properties, or typological markers of an academic text, technique, method, or reading strategy. Analysis of a source or tool’s features enables a precise determination of its scope of applicability and the conditions under which its use is most effective.

Feynman technique / Фейнман әдісі / Метод Фейнмана (See also: Feynman method — synonym)

A method of deep knowledge acquisition and self-testing developed by Richard Feynman, involving the explanation of a learned concept or theory in plain language, as if addressing someone without specialist knowledge. It identifies gaps in understanding and requires their elimination through renewed engagement with the source.

Feynman technique / Фейнман техникасы / Техника Фейнмана (See: Метод Фейнмана / Фейнман әдісі / Feynman technique)

A method for the deep acquisition of academic content based on four steps: selecting a concept, explaining it in simple terms (to a “child”), identifying gaps in understanding, returning to the source, and simplifying the explanation. In the glossary, “Техника Фейнмана” and “Метод Фейнмана” are treated as full synonyms.

Fiction literature / Көркем әдебиет / Художественная литература

Literary texts are based on invention and imagination, as distinct from non-fiction academic texts. In the context of the series, it is mentioned in connection with differences in reading strategies: the reading of fiction is directed primarily towards aesthetic and emotional engagement, whereas academic reading is directed towards analytical and critical comprehension.

Figurative language / Бейнелі сөйлеу / Образная речь

Linguistic means used beyond their literal meaning to convey the figurative, symbolic, or metaphorical content of a text: metaphor, simile, allegory, irony, and euphemism. The recognition of figurative language in academic texts enables the reader to achieve a deeper comprehension of the content and correctly interpret the author’s rhetorical strategies.

Final source evaluation / Дереккөзді қорытынды бағалау / Итоговая оценка источника

The concluding stage of the critical analysis of an academic source, at which the reader delivers an integrated judgement on its quality, relevance, and suitability for specific research purposes. It synthesises evaluation according to the criteria of authority, currency, credibility, accuracy, and the source’s purpose.

Five categories of knowledge / Бес білім санаты / Пять категорий знания (Author’s methodological term from the book series)

An authorial classification model systematising the types of knowledge readers work with in academic reading: conceptual, factographic, procedural, metacognitive, and integrative. It enables the differentiation of reading goals and the selection of appropriate strategies for processing each type of information.

Flashcard method / Карточкалар әдісі / Метод карточек

A method of active repetition in which key concepts, definitions, or questions are written on one side of a card and the corresponding answers or explanations on the other. It provides intensive practice in active recall and effectively combines with the principles of spaced repetition.

Flashcards / Флеш-карточкалар / Флеш-карточки

Double-sided cards for active memorisation: on one side — a term, question, or concept; on the other — a definition, answer, or explanation. They are applied in the methodology of spaced repetition and retrieval practice; they are among the most empirically confirmed tools for long-term retention of academic content.

Formatting / Форматтау / Форматирование

The visual presentation of an academic text through typographic, spatial, and colour means: headings, bold and italic font, bulleted and numbered lists, indentations, and margins. In academic reading, formatting provides structural information about the content’s logic and hierarchy; the ability to read it accelerates navigation and improves comprehension.

Framing / Фреймдеу / Фреймирование

The process of constructing a conceptual “frame” context determines how a problem, phenomenon, or argument is presented and interpreted by the audience. In academic reading, the analysis of framing reveals which aspects of the problem the author foregrounds and which remain in the background, forming a particular interpretative disposition in the reader.

Fundamental concept / Фундаменталды ұғым / Фундаментальное понятие

A foundational conceptual unit of a discipline or theoretical system, without whose acquisition the comprehension of more complex ideas and constructions is impossible. In academic reading, the identification of fundamental concepts is a primary task: they form the conceptual framework to which more specialised knowledge is successively attached.

G

Gap map / Олқылықтар картасы / Карта пробелов

A visual or tabular tool that records identified knowledge gaps, unresolved research questions, and areas insufficiently covered in the literature studied. It serves as a strategic guide in planning one’s own research and selecting sources for further study. To use this tool actively, ask yourself after finishing an article: “What did I still need to know?” or “What real question remains unanswered for me?” Listing these reflections grounds the process in practical action and helps to identify specific directions for further inquiry.

Gist / Мәні / Суть (cf.: Abstract — formal genre)

A brief, informal expression of the principal meaning or main idea of an academic text, formulated by the reader in their own words. Unlike an abstract, it is not a genre of academic writing but represents the cognitive outcome of comprehension — what the reader has extracted as the most important element from the source.

Goals matrix / Мақсаттар матрицасы / Матрица целей

A structured academic reading planning tool that enables specific reading goals to be aligned with corresponding sources, strategies, and time resources. It ensures the purposefulness and organisation of research work with literature.

Growth mindset / Өсуге деген ұстаным / Установка на рост

The belief that intellectual abilities, academic skills, and reading competencies are not fixed but develop through effort, purposeful practice, and learning from mistakes. The concept was developed by C. Dweck; in academic contexts, a growth mindset constitutes the psychological foundation for forming productive learning strategies and overcoming reading difficulties.

Guided acceleration / Бағытталған жеделдету / Направляемое ускорение

A technique for developing reading speed in which the reader uses a physical or visual pointer to smoothly and purposefully accelerate the movement of the eyes across the text. It reduces regressions, trains peripheral vision, and gradually widens the fixation zone while maintaining comprehension.

H

Hasty generalisation / Асығыс жалпылама / Поспешное обобщение

A logical fallacy in which a broad conclusion is formulated on the basis of an insufficient number of cases, a non-representative sample, or a limited set of examples. In academic reading, recognising hasty generalisations is a necessary skill for the critical evaluation of the validity of an author’s conclusions and generalisations.

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Hierarchical system / Иерархиялық жүйе / Иерархическая система

A structure for organising knowledge or information in which elements are arranged according to levels of significance, subordination, or generality. In academic texts, hierarchical systems are manifested in classifications, taxonomies, and argumentative structures; their visualisation facilitates the comprehension of complex material.

Hierarchy of evidence / Дәйектемелер иерархиясы / Иерархия доказательств

A classification system that ranks types of research data according to their degree of methodological reliability and evidential strength. Systematic reviews and meta-analyses typically occupy the upper levels of the hierarchy, while expert opinions and individual case studies occupy the lower levels. It is used in the critical evaluation of sources.

Highlighting / Ерекшелеу / Выделение

(See also: Active highlighting; Selective highlighting; Highlighting and underlining) — A technique for marking significant passages in a text using colour or other graphic means in order to enable their rapid identification upon returning to the source. The effectiveness of highlighting depends on its selectivity: marking should capture key ideas rather than reproduce the content of entire paragraphs.

Highlighting and underlining / Ерекшелеу және асты сызу / Выделение и подчёркивание

A combined annotation technique that pairs colour marking with underlining to differentiate categories of significant information. Using both tools within a unified symbol system increases the structural quality of engagement with a text and facilitates its subsequent analysis.

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Highlighting legend / Ерекшелеу легендасы / Легенда выделения

A personal or standardised scheme of correspondence between colours, symbols, and categories of information used by the reader when annotating a text. The presence of a legend ensures the consistency and interpretability of the highlighting system when returning to a source.

Highlighting paralysis / Ерекшелеу параличі / Паралич выделения

A counterproductive reading practice in which the reader marks excessively large passages of text owing to an inability to selectively evaluate the significance of information. It results in the loss of the ability to annotate: the text becomes overloaded with highlights that prove unhelpful when returning to the source.

Hybrid strategy / Гибридті стратегия / Гибридная стратегия

An integrated approach to academic reading that combines elements of several methods and strategies into a single personalised system for engaging with texts. A hybrid strategy is developed that takes into account the reader’s individual characteristics, the reading purpose, and the specific nature of the source.

Hyperlinks / Гиперсілтемелер / Гиперссылки

Interactive elements of digital text that enable instant navigation to related sources, sections, or resources. In the context of academic reading, hyperlinks expand the possibilities for working with sources but require strategic attention management to avoid information overload.

Hypothesis / Болжам / Гипотеза

A preliminary, testable proposition about the nature of the relationship between phenomena or the causes of the phenomenon under investigation, formulated on the basis of available data. In academic texts, a hypothesis defines the direction of research and determines the criteria for evaluating its results.

I

Illusion of understanding / Түсінудің иллюзиясы / Иллюзия понимания

A cognitive trap in which the reader mistakenly believes they have understood a text when, in reality, they have only achieved superficial familiarity with its content. It arises during passive reading, excessive highlighting, or in the absence of self-testing. It is overcome through active recall and reflection. To counter this illusion, pause after reading a paragraph and try to explain its meaning aloud in your own words. This metacognitive checkpoint reveals gaps in understanding and deepens genuine comprehension.

Imaginary dialogue / Ойдан шығарылған диалог / Воображаемый диалог

A reflective technique in which the reader mentally engages in dialogue with the author of a text, posing questions, raising objections, requesting clarifications, and formulating their own position. It activates critical thinking and deepens engagement with academic texts. To begin, try asking yourself a starter question, such as: What hidden assumption drives the author here? Using a ready-made question stem can make it easier to start this internal dialogue and encourage active critique.

Imagine / Қиялдау / Воображать (шаг 2) (Step 2 of the RIDA strategy: Read — Imagine — Describe — Add; see also: RIDA strategy)

The second stage of the RIDA strategy is when the reader constructs a mental image or visual model of the passage just read. It activates imaginative thinking and promotes deeper encoding of information in memory.

Immediate reaction comments / Жедел реакция түсініктемелері / Комментарии немедленной реакции

Spontaneous written reactions by the reader to specific passages of a text, recorded at the moment of first reading: surprise, agreement, disagreement, questions, or emotional response. They reflect the reader’s immediate engagement with the text and serve as source material for subsequent analytical annotation.

Implications / Салдарлар / Импликации

The logically consequent but not explicitly stated corollaries of the claims, arguments, or conclusions of an academic text. Identifying implications requires the ability to read between the lines and is indicative of a high level of critical comprehension of a source.

Implicit / Жасырын / Имплицитный

A characteristic of a claim, meaning, or assumption that is not explicitly stated in a text but is implied and can be inferred through critical analysis. In academic reading, the ability to recognise implicit elements of a text is a key skill of deep comprehension.

Implicit assumptions / Жасырын болжамдар / Скрытые допущения

Unverified and often unrecognised premises underlying the argumentation of an academic text, which the author accepts as self-evident and does not consider it necessary to justify. The identification of implicit assumptions is a crucial critical reading skill, enabling evaluation of the logical validity and vulnerable points of the author’s position. A practical way to operationalise this skill is to consistently ask during reading: What silent premise have I just accepted? Making this metacognitive question a regular habit encourages real-time interrogation of implicit assumptions and strengthens analytical engagement with the text.

Implicit propositions / Жасырын пікірлер / Неявные утверждения

Claims, assumptions, or positions present in an academic text implicitly: they are not explicitly formulated by the author but follow logically from the claims, choice of terminology, or structure of the argumentation. Identifying implicit propositions requires critical reading skills and indicates deep analytical comprehension of a text.

Inclusive environment / Инклюзивтік орта / Инклюзивная среда

An educational space that ensures equal access to academic resources, reading strategies, and learning tools for all participants in the educational process, regardless of their individual characteristics, needs, or level of preparation. It is a principle of contemporary academic pedagogy.

Individual approach / Жеке тәсіл / Индивидуальный подход

A principle of organising academic reading and learning that involves adapting methods, strategies, and tools to the unique characteristics, goals, and needs of a specific reader or learner. It ensures maximum effectiveness of the learning process through personalisation.

Individual needs / Жеке қажеттіліктер / Индивидуальные потребности

The specific educational, cognitive, or practical requirements of a particular reader that determine the choice of reading strategies, annotation formats, and tools for working with texts. Taking individual needs into account is the foundation of a personalised approach to academic reading and learning.

Inferential statistics / Инференциалды статистика / Инференциальная статистика

A set of statistical methods that enable reasoned conclusions about a population to be drawn on the basis of the analysis of sample data. In academic reading, an understanding of inferential statistics is necessary for the critical evaluation of the reliability and generalisability of quantitative research findings.

Information environment / Ақпараттық орта / Информационная среда

The totality of information resources, channels, tools, and practices within which the academic activity of a researcher or student takes place. The contemporary information environment is characterised by a high density of digital sources, which requires developed media literacy skills and the critical evaluation of information.

Information overload / Ақпараттық шамадан тыс жүктелу / Информационная перегрузка

A state of cognitive stress arising from the simultaneous exposure to an excessive volume of information that exceeds the capacity for its effective processing. In the context of academic reading, information overload reduces comprehension quality, impairs decision-making, and requires the application of attention management strategies and source prioritisation.

Information synthesis / Ақпаратты синтездеу / Синтез информации

The operational process of processing and combining specific facts, data, and claims from multiple sources into a coherent analytical account. Unlike knowledge synthesis, the emphasis shifts to working with specific information rather than the conceptual reconsideration of the subject field.

Inquiry-based questioning / Зерттеушілік сұрақтар қою / Исследовательское вопрошание

A pedagogical and research practice of continuously generating questions in the course of engaging with an academic text, data, or problem. It is the driving force of research thinking and presupposes a reflective, open attitude towards knowledge, not limited to the search for a single correct answer.

Insight / Жаңа түсінік / Инсайт

A sudden and holistic realisation of meaning, connection, or solution arising in the course of deep engagement with an academic text. An insight is distinguished from gradual comprehension by its immediacy and integrative character: the reader simultaneously perceives several elements as a unified whole.

Integrated knowledge / Біріктірілген білім / Интегрированное знание

A synthesised understanding arising from the successful merging of new information with existing knowledge, experience, and conceptual frameworks. The formation of integrated knowledge is the ultimate goal of academic reading and an indicator of deep comprehension.

Integrated knowledge map / Білімнің интеграцияланған картасы / Интегрированная карта знаний

A static visual artefact representing a completed system of interconnected knowledge, concepts, and sources on a particular topic. It is the final product of analytical and synthetic work with academic literature and can be used as a reference tool in further research.

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Integrated visual map / Кіріктіруші визуалды карта / Интегрированная визуальная карта

A graphic diagram that combines visual elements from multiple conceptual maps or sources into a unified structure. It is used to represent complex interrelationships between ideas, arguments, and data from different academic texts, providing a holistic visual representation of synthesised knowledge.

Integration matrix / Біріктіру матрицасы / Матрица интеграции

A tabular synthesis tool that enables the organisation and comparison of data from multiple sources according to a unified system of parameters. It is applied in the preparation of literature reviews and research reports to ensure the systematicity and clarity of comparative analysis.

Integrative comments / Интеграциялық түсініктемелер / Интеграционные комментарии

A type of annotating in which the reader records connections between the current source and other previously studied materials, concepts, or personal research experience. They are distinguished from analytical comments by their orientation not towards the critique of a single source but towards the construction of intertextual relationships.

Integrative knowledge map / Кіріктіруші білімдер картасы / Интегративная карта знаний

A dynamic visual diagram created by the reader in the course of engaging with multiple sources, with the aim of unifying disparate concepts, ideas, and data into a single coherent system of knowledge. It reflects the reader’s personal synthesis of the research and their evolving understanding of the topic.

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Integrative question / Кіріктіруші сұрақ / Интегративный вопрос

A higher-order cognitive question requiring the integration of information from multiple sources, concepts, or disciplines in order to formulate a reasoned response. In academic reading, integrative questions stimulate synthetic and intertextual thinking, taking the reader beyond the scope of any single source.

Integrative synthesis matrix / Кіріктіруші синтез матрицасы / Интегративная матрица синтеза

A tabular analytical tool that enables the systematic comparison and integration of data, arguments, and conclusions from multiple academic sources according to defined parameters. It provides a structured synthesis of the literature and serves as a foundation for writing analytical reviews and research papers.

Intellectual humility / Интеллектуалдық кішіпейілділік / Интеллектуальная скромность

The readiness to acknowledge the limits of one’s own knowledge, adjust positions in light of new evidence, and accept well-founded criticism. In academic reading, intellectual humility is a necessary condition for the objective evaluation of sources and productive scholarly dialogue.

Intellectual maturity / Зияткерлік жетілу / Интеллектуальная зрелость

The ability of a researcher or student to work productively with ambiguous, contradictory, or incomplete information while maintaining analytical rigour and openness to revising their own positions. It is manifested in the capacity to acknowledge complexity, avoid oversimplification, and make considered intellectual decisions.

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Interactive annotations / Интерактивті аннотациялар / Интерактивные аннотации

Digital marks and comments embedded in an electronic text that permit multi-user interaction: collaborative editing, responses to comments, and discussion of ideas in real time. They are applied in collaborative academic environments to organise group work with sources.

Interdisciplinary / Пәнаралық / Междисциплинарный

A characteristic of an approach, source, study, or method that integrates the concepts, methods, and data of two or more academic disciplines. Academic reading in interdisciplinary mode requires an expanded terminological outlook and the capacity to integrate heterogeneous conceptual systems.

Interdisciplinary connections / Пәнаралық байланыстар / Междисциплинарные связи

Conceptual, methodological, or thematic intersections between two or more academic disciplines identified by the reader in the course of comparative analysis of sources. Establishing interdisciplinary connections enriches understanding of the problem under study and opens the door to innovative theoretical and applied solutions.

Interdisciplinary learning / Пәнаралық оқу / Междисциплинарное обучение

An educational approach that integrates the concepts, methods, and perspectives of two or more academic disciplines to achieve a deeper, more holistic understanding of the phenomena under study. In the context of academic reading, interdisciplinary learning requires strategic engagement with heterogeneous sources and the development of a broad terminological outlook.

Interlinear comments / Жолдар арасындағы түсініктемелер / Междустрочные комментарии

Annotations written directly between the lines of a text for the purpose of recording immediate reactions, explanations, and connections. They are applied when working with printed sources or in specialised digital editors, enabling the comment to be placed as close as possible to the passage being commented upon.

Interpretation / Интерпретация / Интерпретация

The process of making sense of and explaining the meaning of a text, data, or phenomenon on the basis of existing knowledge, a theoretical framework, and analytical tools. In academic reading, interpretation involves moving beyond literal reading to identify hidden meanings, contextual significance, and the implications of the author’s claims.

Intertextual analysis / Интермәтіндік талдау / Интертекстуальный анализ

An analytical strategy aimed at systematically examining relationships between texts: borrowings, responses, contrasts, and conceptual interactions. In academic reading, intertextual analysis enables a deeper understanding of the author’s position and their place within scholarly discussion.

Intertextual connections / Мәтінаралық байланыстар / Интертекстуальные связи

Semantic relationships between two or more texts, expressed in explicit or implicit citations, thematic parallels, polemical allusions, and conceptual intersections. Identifying intertextual connections enriches the understanding of an individual source and enables its positioning within a broader scholarly context.

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Intertextual questions / Мәтіндер арасындағы сұрақтар / Интертекстуальные вопросы

Questions aimed at identifying connections, parallels, contradictions, and dialogic relationships between multiple texts or sources. In academic reading, the formulation of intertextual questions is a tool for in-depth comparative analysis of the literature.

Introductory sentence / Кіріспе сөйлем / Вводное предложение

This is the first sentence in a paragraph or section. It tells you the main topic or point. It also helps the reader know what to expect and follow the author’s argument. In argumentative or analytical writing, the introductory sentence often frames the central question, claim, or debate, positioning the text within a larger scholarly conversation. Recognising this function sharpens the reader’s awareness of how arguments are established and encourages deeper analysis of an author’s rhetorical choices.

Italic font / Көлбеу қаріп / Курсивный шрифт

A typographic text emphasis achieved through the slanted rendering of characters, used in academic texts to designate source titles, foreign-language words, terms at first use, and authorial emphasis. It is a standard graphic marker in academic style systems (APA, MLA, and Chicago).

Iterative approach / Итерациялық тәсіл / Итерационный подход

A methodological strategy of academic reading and research involving the conscious, repeated return to sources, hypotheses, and draft notes with the aim of progressively refining understanding, argumentation, and interpretations. To put the iterative approach into practice, set concrete intervals for returning to your notes or the text itself, such as re-scanning key points after 24 hours, one week, and one month. Establishing a timeline for these returns makes the process routine and anchors the iterative cycle in your daily or weekly workflow. This approach contrasts with the linear, single-pass approach to working with texts.

Iterative process / Итеративтік процесс / Итеративный процесс

A process carried out through repeating cycles of analysis, evaluation, and refinement, each of which brings one closer to a more complete and accurate result. In academic reading, the iterative character of engagement with sources manifests in repeated returns to a text, with evolving questions and deepening comprehension.

K

Key ideas / Негізгі идеялар / Ключевые идеи

The set of central conceptual propositions of an academic text that form its semantic core. Unlike key points, key ideas are conceptual rather than event-based in character and require interpretation rather than mere identification.

Key points / Маңызды сәттер / Ключевые моменты

The most significant semantic units of an academic text identified by the reader during reading are key theses, pivotal arguments, critical data, and conclusions. Recording key points is the foundation for summarising and preparing for analytical work with a source.

Key theme / Кілт тақырып / Ключевая тема

The central thematic line or leading problem of an academic text around which the argumentation is structured and the content is organised. Identifying the key theme during previewing orients the reader within the source’s structure and ensures the purposefulness of the subsequent detailed reading.

Key thoughts / Кілт ойлар / Ключевые мысли

The most significant intellectual observations and conclusions are formulated by the reader themselves in the course of reflecting on an academic text. Unlike key ideas (which belong to the author), key thoughts reflect the reader’s own analytical position and are recorded in their notes and annotations.

Keywords / Кілт сөздер / Ключевые слова

The most informative lexical units of a text that carry the principal semantic weight and reflect the central concepts of the source. In academic reading, identifying keywords is a basic skimming and scanning technique; in academic writing, they form the foundation for searching relevant literature in databases.

Kinesthetic / Кинестетикалық / Кинестетический

Pertaining to learning and the reception of information through physical sensation, movement, and practical interaction with the environment. Learners with a kinesthetic learning style most effectively acquire academic material through role-play exercises, practical tasks, and physically active engagement with texts.

Kinesthetic channel / Кинестетикалық арна / Кинестетический канал

One of the modal channels for receiving learning information is based on tactile and motor experience. In the context of academic reading, the kinesthetic channel is activated through handwriting, the creation of physical diagrams, and the manipulation of cards or sticky notes when working with sources.

Knowledge gaps / Білімдегі олқылықтар / Пробелы в знаниях

Areas or aspects of a topic identified by the reader or researcher as insufficiently studied or not covered by existing knowledge and sources read. Identifying knowledge gaps is a key step in formulating the research question and justifying the relevance of new research.

Knowledge management / Білімді басқару / Управление знанием

A systematised approach to the collection, organisation, storage, retrieval, and updating of academic knowledge acquired through reading and learning. In an individual context, it encompasses the creation of personal repositories, note-taking systems, and knowledge networks, ensuring the accumulation and practical application of intellectual capital.

Knowledge network / Білімдер желісі / Сеть знаний

A dynamic system of interrelated concepts, facts, sources, and ideas, built through systematic reading and learning. This network shifts focus from comprehension structures to accumulated knowledge, representing long-term academic goals.

Knowledge synthesis / Білімді синтездеу / Синтез знаний

Knowledge synthesis purposefully integrates and reconsiders knowledge from multiple sources, building a systematic understanding of a field. It is central to literature reviews and posing research questions.

K-W-L strategy / K-W-L стратегиясы / Стратегия K-W-L (K — Know; W — Want to know; L — Learned; see also: Extended K-W-L)

A three-stage active reading strategy developed by D. Ogle: before reading, the reader records what they already know about the topic (K) and what they want to find out (W); after reading, what they have learned (L). It activates background knowledge, forms reading goals, and stimulates reflection on reading outcomes.

L

Layered reading / Қабаттап оқу / Послойное чтение

An academic reading strategy involving sequential passage through a text by several layers of increasing depth: from preliminary overview and general survey through to detailed reading with annotating and critical analysis. Each subsequent layer builds on the results of the previous one, deepening understanding of the source.

Learning Management System / Оқытуды басқару жүйесі / LMS система

A digital platform for organising, managing, and delivering educational content, assignments, and assessments. In academic reading, an LMS hosts texts, annotations, and source-management tools.

Learning style / Оқу стилі / Стиль обучения

A stable individual tendency towards preferring particular ways of perceiving, processing, and retaining educational material: visual, auditory, kinaesthetic, or reading-writing oriented. In academic contexts, awareness of one’s learning style helps select the most appropriate reading and note-taking strategies; however, rigid categorisation of learning styles is not supported by contemporary neuroscience.

Lecturer / Дәрісші / Лектор

A specialist who transmits academic knowledge in the format of a lecture. In the context of academic reading and writing, the lecturer serves as a source of oral information, requiring active listening, note-taking, and subsequent critical processing, on par with written sources.

Linear method / Сызықтық әдіс / Линейный метод

A note-taking method in which information is recorded sequentially, line by line, in the order of its presentation in the source, without visual hierarchisation. It is simple to apply but less effective at representing logical connections between ideas than the Cornell method or outline format.

Linking sentences / Байланыстырушы сөйлемдер / Связывающие предложения

Sentences perform the function of structural transitions between sections, paragraphs, or arguments of an academic text. They ensure the connectedness and coherence of the exposition, signal changes of topic or aspect, and help the reader navigate the logic of the unfolding argumentation.

Linking words / Байланыстырушы сөздер / Связующие слова (Also: Transition words)

Lexical units that highlight logical relations in academic texts: addition, contrast, cause and effect, illustration, generalisation, concession. Recognising linking words helps readers navigate structure and logic.

Literature review / Әдебиеттер шолуы / Обзор литературы

A systematic critical account and synthesis of existing scholarly publications on a particular topic or research question. It is a mandatory section of most academic works: it establishes the research’s relevance, identifies knowledge gaps, and positions the author’s contribution within the context of scholarly discussion.

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Logical fallacies / Логикалық қателер / Логические ошибки

Violations of the rules of logical inference lead to unreliable or unconvincing conclusions regardless of the content of the premises. The most common logical fallacies in academic texts include: appeal to authority, false dichotomy, hasty generalisation, circular reasoning, and strawman.

Logical thinking / Логикалық ойлау / Логическое мышление

A type of thinking based on the sequential application of the laws of logic: non-contradiction, sufficient reason, identity, and the excluded middle. In academic reading and writing, logical thinking ensures the construction of reasoned conclusions, the identification of argumentative errors, and the evaluation of the credibility of claims.

Logos / Логос / Логос

A rhetorical appeal to reason and logic as a means of persuasion, based on the use of facts, data, statistics, and logically structured arguments. In academic texts, logos is the primary mode of argumentation, alongside ethos (the author’s credibility) and pathos (emotional response).

Long-term memory / Ұзақ мерзімді жад / Долговременная память

A component of the human cognitive system that provides for the long-term retention of acquired knowledge, skills, and experience. In academic learning, information is transferred from working memory to long-term memory through active recall, spaced repetition, and deep processing.

Long-term retention / Ұзақ мерзімді есте сақтау / Долговременное запоминание

The process and outcome of the stable consolidation of academic information in memory over an extended period. It is achieved through systematic repetition, deep semantic processing, connection-making, and active recall practice.

M

Macro-pause / Макротоқтау / Макропауза

A planned pause of significant duration in the reading process — after completing a chapter, section, or major passage — is used for reflection, summarising, and consolidating comprehension before proceeding to the next block of text. It is a component of the differentiated reading pace strategy.

Macula / Макула (сары дақ) / Макула

The central region of the retina has the highest concentration of photoreceptors, providing maximum visual acuity. In the context of reading theory, the macula defines the zone of sharpest text perception; understanding its function underlies the techniques for expanding the visual field in speed reading.

Main arguments / Негізгі дәлелдер / Основные аргументы

The set of key justifications upon which the central thesis of an academic text is constructed. The identification and structuring of the main arguments is a necessary step of the critical analysis of a source and serves as the foundation for writing an analytical summary and academic essay.

Main emphasis / Негізгі акцент / Основной акцент

The aspect or element of an academic text to which the author devotes the greatest attention through repetition, structural highlighting, or the volume of evidence presented. Identifying the main emphasis helps the reader focus analytical attention on the claims and arguments most significant to the author.

Main idea / Басты идея / Главная идея

The central claim or key thesis of a text, paragraph, or section that the author seeks to convey to the reader. Identifying the main idea is a foundational academic reading skill that underpins summarising, analysing, and synthesising information.

Main idea / Негізгі ой / Основная мысль (Synonym: Main idea / Басты идея / Главная идея). See: Главная идея / Басты идея / Main idea)

The central idea or thesis of an academic text expresses its principal content and the author’s intent. Within the series glossary, “Основная мысль” and “Главная идея” are treated as full synonyms.

Main notes / Негізгі жазбалар / Основные примечания

The central recording zone in structured note-taking systems, particularly the Cornell method, is where the main notes capture the content of a source in the wide right-hand column during reading or listening to a lecture. They serve as the source material for subsequent keyword, question, and summary formulation.

Main subject / Негізгі зат / Основной предмет

The central object or phenomenon to which an academic study or text is devoted. Unlike the key theme, the main subject refers to the specific object of study rather than the conceptual problematics; its precise identification is a necessary condition for evaluating the relevance of a source.

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Making predictions / Болжам жасау / Формулирование предположений

An active reading strategy in which the reader formulates reasoned predictions about the content, structure, and conclusions of a text based on previewing, headings, keywords, and prior knowledge. It creates cognitive anticipation, which heightens engagement and concentration during reading; predictions are subsequently verified or revised as the reading progresses.

Marginal dialogue / Жиектегі диалог / Маргинальный диалог

A form of annotating in which the reader conducts a written dialogue with the author of the text directly in the margins: posing questions, raising objections, expressing agreement, and extending a line of thought. It represents a more intensive form of engagement with a source compared with marginal summaries and reflects a high level of critical involvement by the reader.

Marginal notes / Жиектегі жазбалар / Заметки на полях (See also: Marginal annotations — synonym)

Written marks, comments, and questions are entered directly in the margins of a printed or digital text during reading. They are among the most widely used tools for active annotation and serve as a visual trace of the reader’s dialogue with the source.

Marginal summaries / Жиектегі жинақтамалар / Маргинальные резюме

Brief accounts of the content of paragraphs or sections entered by the reader directly in the margins of a text. They enable a rapid overview of the logic and structure of a source upon re-reading and serve as a support for summarising and preparing for academic writing.

Mature reader / Жетілген оқырман / Зрелый читатель

A reader who possesses developed metacognitive skills, a wide repertoire of reading strategies, and the ability to flexibly adapt their approach to a text depending on the reading purpose, the genre of the source, and its level of complexity. A mature reader consciously manages their comprehension.

Media literacy / Медиасауаттылық / Медиаграмотность

A set of competencies enabling the critical reception, analysis, evaluation, and creation of messages across various media environments. In academic contexts, media literacy encompasses the ability to identify reliable sources, recognise manipulative techniques, and navigate the digital information landscape.

Mental framework / Ментальдық құрылым / Ментальная структура

An internal cognitive schema through which the reader perceives, organises, and interprets new information. Mental frameworks are formed on the basis of prior experience and knowledge; their conscious recognition and flexible restructuring under the influence of new sources are indicators of mature academic thinking.

Mental map / Ментальды карта / Ментальная карта (See: Mind map / Ментальды карта / Интеллект-карта)

An alternative designation for a mind map used in a number of Russian-language and Kazakh-language sources. In the series glossary, the terms “mental map” and “mind map” are treated as full synonyms.

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Message (information) / Хабарлама (ақпарат) / Сообщение (информация)

A unit of communication transmitting specific content from a source to the reader through the linguistic and non-verbal means of an academic text. In communication theory, the analysis of a message involves distinguishing among the explicit content, the implicit meaning, and the pragmatic purpose of the utterance.

Meta-analysis / Мета-талдау / Метаанализ

A statistical method for synthesising the results of multiple independent studies on a single topic with the aim of obtaining more precise and generalised conclusions. In academic reading, an understanding of meta-analysis is necessary for interpreting sources that summarise extensive bodies of empirical data.

Metacognition / Метакогниция / Метакогниция

The ability to think about one’s own thinking: to consciously recognise, analyse, and regulate one’s own cognitive processes. In academic reading, metacognition encompasses knowledge of one’s own reading strategies, monitoring of comprehension, and control over the learning process. It is a fundamental condition for the development of an independent and effective academic learner.

Metacognitive / Метакогнитивтік / Метакогнитивный

An adjective characterising processes, skills, strategies, or tools directed towards the conscious recognition and regulation of one’s own cognitive activity. It denotes the level of reflective self-management rather than automatic or unconscious cognitive functioning.

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Metacognitive awareness / Метакогнитивтік саналылық / Метакогнитивная осознанность

The reader’s ability to consciously recognise, monitor, and reflect upon their own thinking processes in the course of engaging with an academic text. Metacognitive awareness enables the timely identification of comprehension difficulties, the adjustment of reading strategies, and the management of the learning process.

Metacognitive control / Метакогнитивтік бақылау / Метакогнитивный контроль

The reader’s active regulation of their own text-processing strategies is based on continuous comprehension monitoring. It encompasses decisions to slow the pace, re-read, consult a dictionary, or switch strategy depending on identified difficulties.

Metacognitive monitoring / Метакогнитивтік мониторинг / Метакогнитивный мониторинг

The reader’s continuous, real-time tracking of their comprehension of a text, with the aim of timely detection of failures, gaps, and zones of insufficient clarity. It is a prerequisite for metacognitive control and distinguishes conscious reading from passive reception.

Metacognitive questions / Метакогнитивтік сұрақтар / Метакогнитивные вопросы

Questions that the reader poses to themselves for the purpose of monitoring and regulating their own comprehension: Do I understand the main argument? Where am I experiencing difficulty? Am I achieving my reading goal? The systematic use of metacognitive questions is a key tool for developing conscious academic reading.

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Metacognitive reflection / Метакогнитивтік рефлексия / Метакогнитивная рефлексия

The reader’s purposeful consideration of their own strategies for comprehending, acquiring, and working with academic texts after completing the reading. It enables the evaluation of the effectiveness of the approaches used, the identification of areas of insufficient understanding, and the adjustment of strategies for subsequent engagement with the literature.

Metacognitive skills / Метакогнитивтік дағдылар / Метакогнитивные навыки

The set of abilities to plan, monitor, and evaluate one’s own cognitive processes in the course of academic activity. They include: setting reading goals, selecting strategies, monitoring comprehension, self-testing, and reflection. They constitute the foundation of conscious and independent academic learning.

Metadiscursive elements / Метадискурсивті элементтер / Метадискурсивные элементы

Linguistic devices through which the author organises the exposition, orients the reader within the structure of the text, and expresses their attitude towards the content: signal words, hedges, attitudinal markers, and reader references. The ability to recognise metadiscursive elements substantially facilitates navigation through an academic text.

Metareflection / Метарефлексия / Метарефлексия

A deepened form of reflection in which the reader or researcher considers not only the content of what has been read but also the process of their own reflective activity: its completeness, accuracy, and implications for further understanding. It extends beyond standard reflection, providing reflection upon reflection.

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Meta-synthesis / Метасинтез / Метасинтез

A qualitative method for the systematic integration and interpretation of the findings of multiple qualitative studies with the aim of achieving a deeper and more generalised understanding of the phenomenon under investigation. Unlike meta-analysis, meta-synthesis works with interpretative rather than statistical data.

Methodological information / Әдістемелік ақпарат / Методологическая информация

A section or component of an academic text describing the research design, methods of data collection and analysis, sampling procedures, and measurement instruments. The critical reading of methodological information enables evaluation of the validity of conclusions, the reproducibility of results, and the limitations of the study.

Methodological limitations / Методологиялық шектеулер / Методологические ограничения

Recognised weaknesses or boundaries of applicability in the research design, acknowledged by the author, that affect the generalisability, internal, or external validity of the results. In academic reading, the limitations section reflects the author’s scholarly honesty and cautions against over-interpretation of the findings.

Methodological rigor / Методологиялық қатаңдылық / Методологическая строгость

The degree of thoroughness, consistency, and soundness in the selection and application of research methods. In academic reading, evaluating a source’s methodological rigour is a key criterion for assessing its credibility and scholarly value.

Micro-pause / Микротоқтау / Микропауза

A brief pause in the reading process — at the level of a paragraph or individual sentence — is used for instant comprehension checking, formulating a question, or recording a thought before moving on. It is the elementary unit of metacognitive monitoring in conscious academic reading.

Mind map / Ментальды карта / Интеллект-карта (See also: Mind mapping, Mental map — synonyms)

A radial diagram representing hierarchical and associative connections between a central concept and related ideas, concepts, and facts. It is one of the most versatile tools for knowledge visualisation, applied in academic reading, note-taking, and writing preparation.

Mind mapping / Майнд-маппинг / Майнд-маппинг (Processual form; the product is a Mind map)

The process of creating radial visual diagrams that represent hierarchical and associative connections between ideas. As a practice, mind mapping is used for note-taking during lectures, planning written work, exam preparation, and synthesising academic information.

Mnemonic devices / Мнемоникалық құралдар / Мнемонические средства

Techniques and methods that facilitate the memorisation of academic information by establishing associations, rhythmic structures, abbreviations, or visual images. They are effectively applied for the acquisition of terminology, sequences of stages, and classification systems in educational and research activities.

Multi-format summarizing / Көп пішімді жинақтау / Многоформатное обобщение

A strategy for creating summaries of the same source or topic simultaneously in multiple formats: written text, visual diagram, oral retelling, and thesis outline. It engages different channels of information processing, deepens comprehension, and ensures more reliable long-term retention.

Multilayered commenting / Көп қабатты түсініктеме жасау / Многослойное комментирование

An annotating strategy involving the sequential addition of comments of different levels to the same text with each new reading: from initial reactions through to analytical evaluations and synthetic observations. It enables the tracking of the evolution of understanding and forms a multilayered analytical record of engagement with a source.

Multilevel connections journal / Көп деңгейлі байланыстар күнделігі / Журнал многоуровневых связей

A specialised reading journal in which connections between sources and ideas are systematised by depth of level: from surface-level thematic overlaps to deep conceptual and methodological interdependencies. It develops integrative and synthetic thinking skills.

Multilevel highlighting system / Көп деңгейлі ерекшелеу жүйесі / Многоуровневая система выделения

A structured approach to marking text in which different levels of informational significance are assigned to different colours or symbols: for example, key theses in one colour, supporting examples in another, and contested claims in a third. It ensures a visual hierarchy of annotations and accelerates navigation through the source.

Multimodal annotating / Мультимодалды аннотациялау / Мультимодальное аннотирование

The practice of creating annotations on a text using multiple semiotic resources simultaneously: written comments, visual diagrams, voice recordings, digital tags, and drawings. It is particularly effective when working with multimodal sources and in digital educational environments.

Multimodal source / Мультимодальды дереккөз / Мультимодальный источник

An academic source that conveys information through a combination of several semiotic modes: for example, scholarly video recordings, interactive infographics, and podcasts with accompanying materials. Unlike multimodal texts, the emphasis shifts to the type of source rather than the structure of the text as such.

Multimodal texts / Мультимодалды мәтіндер / Мультимодальные тексты

Texts that integrate two or more semiotic modes to create meaning: verbal, visual, auditory, gestural, and spatial. In academic reading, working with multimodal texts requires expanded strategies: the ability to analyse not only the verbal but also the visual and other non-verbal components of a source.

N

Navigational landmarks / Навигациялық бағдарлар / Навигационные ориентиры

Structural and visual elements of an academic text — headings, subheadings, section numbering, highlights, tables, and figures — that help the reader navigate the organisation of the source and effectively plan their reading strategy. The ability to use navigational landmarks substantially accelerates previewing and the retrieval of required information.

Navigational question / Навигациялық сұрақ / Навигационный вопрос

A question formulated by the reader before reading or in the course of previewing with the aim of determining whether the source or a specific section of it contains the information sought. It enables effective attention management, the avoidance of unnecessary reading, and purposeful movement through the text.

Non-linear reading / Сызықсыз оқу / Нелинейное чтение

A strategy for engaging with a text in which the reader does not proceed strictly from beginning to end but moves through the text in accordance with reading goals: transitioning between sections, reviewing the table of contents and bibliography, and turning to the most relevant passages. It is effective for search-based and research reading, particularly in digital environments.

Note-taking / Жазбалар жүргізу / Ведение заметок

Taking notes as you read, listen to lectures, or do research means writing down main ideas, facts, and questions. This skill helps you remember, organise, and use what you have learned. Research in memory science shows that note-taking supports active recall and strengthens long-term retention, especially when notes are reviewed using spaced repetition or active retrieval techniques.

Note-taking / Конспектілеу / Конспектирование (See also: Note-keeping — related term)

The process of systematically recording key information from academic sources in a concise and structured form. It is distinguished from general note-keeping by a higher degree of systematicity, the use of established formats (the Cornell method, linear method, outline), and its orientation towards the subsequent retrieval and analysis of material.

Note-taking apps / Жазбаларға арналған қосымшалар / Приложения для заметок

Digital tools and software applications designed for creating, organising, tagging, and synchronising academic notes, annotations, and records. Examples include Notion, Obsidian, OneNote, Evernote, and Roam Research. They provide capabilities for searching, linking notes, and integration with literature management systems.

Note-taking preparation / Конспектілеуге дайындық / Подготовка к конспектированию

Preliminary actions performed by the reader before beginning note-taking: defining the reading purpose, selecting the format of the notes, previewing the text, and preparing the workspace. It ensures the purposefulness and organisation of subsequent engagement with the source and raises the quality of the notes produced.

O

Objectivity / Объективтілік / Объективность

A quality of an academic text, research, or reading position characterised by independence from personal biases, emotional reactions, and subjective preferences in the analysis and evaluation of information. In academic reading, objectivity is achieved through the methodical application of criteria for evaluating sources and the conscious recognition of one’s cognitive biases.

Open-mindedness / Бейтараптылық / Непредвзятость

An intellectual disposition involving readiness to consider arguments and evidence without prior judgements, prejudices, or emotional commitment to a particular position. In academic reading, open-mindedness is a condition for the honest evaluation of sources, including those that contradict the reader’s established beliefs.

Operational definitions / Операциялық анықтамалар / Операциональные определения

Precise definitions that establish specific measurable criteria by which a concept is identified or assessed within a particular study. In academic reading, the analysis of operational definitions enables the evaluation of measurement validity, the precision of terminology, and the comparability of results across different studies.

Operational questions / Операциялық сұрақтар / Операциональные вопросы

Questions focused on the procedures, methods, and practical implementation of a study or reading strategy: How exactly was this done? How was the variable measured? How is this technique applied? They enable the evaluation of the precision and feasibility of the approaches and procedures described.

Operationalization / Операцияландыру / Операционализация

The process of translating abstract theoretical concepts into specific, measurable, and observable indicators suitable for empirical investigation. In academic reading, the ability to recognise how authors operationalise key concepts is necessary for evaluating the validity of measurements and the reproducibility of research results.

Optimal pace / Оңтайлы қарқын / Оптимальный темп

The reading speed at which the best balance is achieved between the rapidity of text processing and depth of comprehension for a specific source and a specific reading purpose. It is not a fixed quantity: the optimal pace varies according to the complexity of the text, the level of background knowledge, and the reading task.

Oral summary / Ауызша қорытынды / Устное резюме

A verbal account of the principal content of an academic text performed aloud by the reader without reliance on written notes, for the purpose of testing and consolidating comprehension. It engages mechanisms of oral reproduction, activates metacognitive monitoring, and identifies comprehension gaps; it is a component of the RAP strategy and the Feynman technique.

Overall argument / Жалпы дәлел / Общий аргумент

The central claim or thesis of an academic text, towards the justification and support of which the entire body of evidence, examples, and logical reasoning is directed. Identifying the overall argument on first reading is a key step of strategic academic reading.

P

Paragraph summary / Абзац қорытындысы / Резюме абзаца

A brief account of the principal content of a single paragraph of an academic text, formulated by the reader in their own words. It is a foundational exercise for developing summarising skills, helps monitor comprehension at the level of individual meaning units, and serves as building material for the section or chapter summary.

Parallel annotating / Параллель аннотациялау / Параллельное аннотирование

A strategy of simultaneously annotating two or more thematically related sources using a unified system of symbols and categories. It enables the real-time tracking of conceptual overlaps, divergences, and complementary connections between sources, providing a systematic basis for subsequent comparative analysis.

Passive highlighting / Пассивті ерекшелеу / Пассивное выделение

The mechanical marking of text without conscious consideration of the significance of the highlighted information: the reader marks what seems important intuitively, without applying selection criteria. It is less effective than active, selective highlighting because it does not promote deep processing of the content.

Passive reading / Пассивті оқу / Пассивное чтение

Reading without setting goals, asking questions, or engaging analytically with the text, the reader perceives the words but does not process them critically or integrate the content with existing knowledge. It is the antithesis of active and critical reading; in academic contexts, it is ineffective for deep comprehension and long-term retention.

Pathos / Патос / Патос

A rhetorical appeal to the emotions and feelings of the audience as a means of persuasion. In academic texts, pathos manifests in the selection of emotionally charged examples, narrative elements, and figurative formulations. A critical reader can distinguish between emotionally persuasive and logically grounded arguments and evaluate the balance of pathos, ethos, and logos in a source.

Peripheral vision / Перифериялық көру / Периферическое зрение

Visual perception is affected by zones of the retina beyond the central region (macula), which provide coverage of a wide visual field but with less sharpness of detail. In speed-reading theory, the development of peripheral vision increases the number of words perceived during a single eye fixation, thereby raising reading speed.

Personal experience / Жеке тәжірибе / Личный опыт

The totality of individual knowledge, lived experiences, and practices that the reader brings to the process of engaging with an academic text. It is used as a basis for establishing text-to-self connections, activating background knowledge, and personalising academic comprehension.

Personal insights / Жеке түйсіктер / Личные озарения

Individual inferences, unexpected connections, or new meanings arising in the reader through deep engagement with an academic text. Personal insights are recorded in reading notes as an indicator of active cognitive participation and serve as a starting point for original research ideas.

Personal reference guide / Жеке анықтамалық / Персональный справочник

A systematised compendium of terms, definitions, key concepts, and cross-references compiled individually by the reader in the course of academic reading and research work. It serves as a long-term tool for organising knowledge and enables rapid retrieval of the content of previously studied sources from memory.

Persuasiveness / Сендіргіштік / Убедительность

A quality of an academic text or argumentation determining its capacity to persuade an audience of the validity of the claims and conclusions presented, through logical evidence, the authority of sources, and rhetorical means. Critical reading involves distinguishing genuine from manipulative persuasion.

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Point of view / Көзқарас / Точка зрения

The perspective from which the author of an academic text examines a problem, interprets data, and constructs argumentation. In critical reading, the identification and evaluation of the author’s point of view are necessary for understanding the selectivity of the information presented, possible biases and limitations of interpretation, and for comparing different authorial positions on the same topic.

Pointer / Нұсқағыш / Указатель

A physical or digital tool used to direct the movement of the eyes along the lines of a text during reading. In the guided acceleration technique, the pointer (a finger, pen, or cursor) helps reduce regressions, maintain an even pace, and keep attention focused on the line being read.

Points of intersection / Түйісу нүктелері / Точки соприкосновения

Aspects, ideas, or conclusions in which two or more academic sources, theories, or arguments demonstrate conceptual similarity, thematic overlap, or mutual confirmation. The identification of points of intersection is a key step of comparative analysis and literature synthesis; it serves as the foundation for constructing an integrated understanding of the subject field.

Portfolio / Портфолио / Портфолио

A structured collection of academic works, annotations, reflective notes, and artefacts of reading activity demonstrating the progress and development of competencies of the reader or researcher over a given period. It serves as a tool for both self-assessment and external evaluation of academic skills.

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Position maps / Ұстанымдар карталары / Карты позиций

Visual diagrams representing the spectrum of theoretical or ideological positions held by various authors and schools on a particular academic problem. They enable the reader to navigate the field of discussion, identify points of agreement and disagreement, and formulate their own reasoned position.

Post note-taking work / Конспектілеуден кейін жазбалармен жұмыс / Работа с записями после конспектирования

A set of actions performed by the reader after completing note-taking: reviewing and supplementing notes, formulating summaries, identifying connections, setting priorities, and preparing material for subsequent review. It is a mandatory concluding stage of effective note-taking that ensures the long-term acquisition of material.

Post-reading strategies / Оқудан кейінгі стратегиялар / Стратегии после чтения

The set of actions performed upon completion of reading: summarising, reflecting, establishing connections, self-testing, reviewing, and creating synthetic artefacts. They consolidate comprehension, ensure the transfer of knowledge to long-term memory, and create the foundation for academic writing and further research.

PQRST method / PQRST әдісі / PQRST метод (see also: PQRST method)

A structured academic reading method comprising five sequential stages: Preview, Question, Read, Summary, and Test. The method promotes systematic and in-depth comprehension of academic texts.

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Practical implementation / Практикалық іске асыру / Практическая реализация

The process of applying theoretical knowledge, strategies, and techniques of academic reading in specific educational and research situations. It involves adapting learned approaches to the real conditions of working with sources, taking into account the context, objectives, and available resources.

Practical recommendations / Практикалық ұсыныстар / Практические рекомендации

Specific, applicable advice and instructions formulated on the basis of theoretical principles and empirical data, aimed at improving the actual practice of academic reading and writing. In academic texts, the section on practical recommendations ensures the connection between research findings and their practical application.

Practice audit / Тәжірибені аудит ету / Аудит практики

A reflective self-assessment by the reader of their own academic reading practices: regularity, strategies employed, effectiveness, and alignment with established educational or research goals. It serves as a foundation for the purposeful development of reading competencies.

Pre-calibration / Алдын ала калибрлеу / Предварительная калибровка

A preparatory process of adjusting reading expectations, goals, and strategies before beginning work with a specific source, based on preliminary familiarisation with its structure, genre, and complexity. It enables selecting the optimal pace, depth of reading, and annotating system before the main reading commences.

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Precise and detailed thought / Нақты және егжей-тегжейлі ой / Точная и детализированная мысль

A characteristic of analytical thinking and academic writing presupposing the precision of formulations, the specificity of the concepts employed, and a sufficient level of detail for the full and justified expression of an idea. It is contrasted with vague, generalised, or unsubstantiated claims; it is a requirement of academic style and a criterion for the quality of analytical text.

Prediction evolution matrix / Болжамдар эволюциясының матрицасы / Матрица эволюции предположений

A tabular tool that records the dynamics of change in the reader’s predictions about the content, argumentation, and conclusions of a text as reading proceeds. It enables the tracking of the process of refining comprehension and develops metacognitive monitoring and predictive reading skills.

Prediction template / Болжамдар үлгісі / Шаблон предположений (Author’s methodological term from the book series)

A structured form or document guiding the reader in formulating reasoned predictions about the content of a text before reading begins: fields for recording initial hypotheses, the sources upon which they are based, and subsequent verification. It ensures systematicity of predictive reading and creates a documented basis for reflection on the accuracy of predictions.

Predictive questions / Болжамдық сұрақтар / Прогностические вопросы

Questions directed towards predicting the development of a text in the course of reading: What will the author argue next? How will this chapter conclude? What conclusion might this research reach? They stimulate the reader’s active engagement with the text, support predictive reading, and reveal the mechanisms of prediction in the early stages of reading.

Predictive reading / Болжамдық оқу / Прогнозирующее чтение

A reading strategy in which the reader systematically formulates, tests, and revises predictions about the development of the author’s thought, the structure of the argumentation, and the future content of the text. It develops critical and analytical thinking, sustains active reader engagement, and promotes deeper comprehension of the source’s logic.

Preferences / Қалаулар / Предпочтения

The individual stable inclinations of the reader towards particular formats, strategies, pace, and conditions of reading. Awareness of reading preferences is important for the strategic planning of academic work; however, it must be combined with flexibility: academic reading requires adaptation to diverse texts and tasks regardless of personal preferences.

Preliminary familiarisation / Алдын ала танысу / Предварительное ознакомление (cf.: Previewing — a more formalised procedure)

Initial informal acquaintance with a source prior to its systematic previewing or detailed reading: reading the title, reviewing the cover, information about the author, and overall length. It forms a primary impression of the content and creates cognitive readiness for subsequent engagement with the text.

Pre-reading strategies / Оқуға дейінгі стратегиялар / Стратегии перед чтением

The set of actions performed before beginning detailed reading: setting goals, activating background knowledge, previewing, formulating anticipatory questions, and selecting the optimal reading strategy. They ensure cognitive preparation, raise the effectiveness of subsequent reading, and reduce the time required for information processing.

Preview / Шолу / Обзор

A generic designation for the technique of rapid familiarisation with a source prior to its detailed reading. It encompasses reviewing the headings, abstract, introduction, and conclusion to determine the text’s relevance, main idea, and structure. It ensures cognitive readiness for the subsequent deep reading.

Previewing / Алдын ала шолу / Предварительный просмотр (Cf.: Preliminary familiarisation — a less formalised initial form)

A structured technique of initial engagement with a text involving the systematic examination of headings, subheadings, the abstract, introduction, conclusions, tables, and illustrations before detailed reading. It ensures the formation of a cognitive schema of the source, facilitating subsequent deep comprehension and annotation.

Primacy effect / Бастапқылық эффекті / Эффект первичности

A cognitive phenomenon in which information encountered at the beginning of a text or sequence is retained more effectively than information encountered later. In academic reading, awareness of the primacy effect is applied to structure texts and to evaluate the reception of argumentation.

Primary focus / Бірінші дәрежелі фокус / Первичный фокус

The principal aspect or problem towards which the main analytical attention of the researcher or reader is directed when working with an academic source. A clear definition of the primary focus ensures the purposefulness of reading, helps avoid the dispersal of attention, and structures the process of annotating and note-taking.

Prior knowledge activation / Бар білімді жаңғырту / Актуализация знаний

A pedagogical technique and cognitive process that restores and activates previously acquired knowledge at the start of engaging with new material. It creates a bridge between existing experience and new content.

Proactive / Проактивті / Проактивный

An adjective characterising behaviour, a strategy, or a disposition oriented towards the prevention of difficulties and the initiative-based management of the educational or research process. In academic reading, the proactive approach is contrasted with the reactive: the reader creates conditions for comprehension in advance rather than seeking solutions after the fact.

Proactive reading / Проактивті оқу / Проактивное чтение

An approach to academic reading in which the reader takes the initiative in managing the process: setting goals in advance, anticipating content, selecting strategies, and creating conditions for optimal comprehension. It is contrasted with reactive reading, in which the reader merely responds passively to the text.

Proactivity / Проактивтілік / Проактивность

A personal and professional disposition involving initiative-taking, anticipatory actions, and the assumption of responsibility for the outcomes of one’s activity rather than reactive responses to circumstances. In academic contexts, proactivity manifests in independent planning of reading practices, posing research questions, and managing the learning process.

Problem areas / Проблемалық аймақтар / Проблемные зоны

Sections or aspects of an academic text or reading strategy that present sustained difficulties for comprehension, analysis, or application. Identifying problem areas is the starting point for purposeful work to address difficulties and develop the corresponding academic skills.

Problematic points / Проблемалық сәттер / Проблемные моменты

Specific points or passages of a text that give rise to difficulty, incomprehension, or critical disagreement for the reader in the course of reading. Unlike problem areas, the emphasis shifts to discrete, localised moments of difficulty rather than systemic zones; their recording during annotating forms the basis for subsequent work to clarify comprehension.

Procedural comments / Процедуралық түсініктемелер / Процедурные комментарии

A type of annotating in which the reader records observations about the methodological procedures, research design, and sequence of steps described in an academic text. They enable tracking the methodological logic of the source and serve as a basis for evaluating the validity of the methods employed.

Process audit / Процесс аудиті / Аудит процесса

A systematic analysis of the sequence and quality of reading actions and strategies applied during engagement with an academic text. It enables the identification of bottlenecks in the reading process and the optimisation of reading behaviour.

Progress tracking journal / Прогресті бақылау күнделігі / Журнал прогресса

A tool for monitoring the reader’s academic development, recording achievements, difficulties, changes in reading strategies, and the dynamics of competency growth. It supports reflective self-assessment and enables the conscious planning of further professional development.

Progressive increase / Прогрессивті арттыру / Прогрессивное увеличение

A principle of gradual escalation of complexity, volume, or intensity in academic activity: the sequential increase of reading speed, depth of annotating, or the number of sources analysed. It ensures the sustained development of academic skills without overloading cognitive resources.

Progressive previewing / Прогрессивті алдын ала шолу / Прогрессивный просмотр

A text previewing technique involving sequential deepening: from a rapid glance at the structure and headings through to reading the opening sentences of paragraphs and, finally, to selective reading of key passages. It enables flexible management of the preview depth based on goals and available time.

Progressive retelling / Сатылы қайта айту / Ступенчатый пересказ

A summarising technique in which the reader sequentially retells a text read at several levels of detail: first in a single sentence, then in a single paragraph, then in an extended account. It enables management of the depth of summarising, reveals the degree of comprehension, and develops skills of structured oral and written presentation.

Progressive summarizing method / Прогрессивті қорытындылау әдісі / Прогрессивное резюмирование

A note-taking method developed by Tiago Forte, involving repeated returns to previously made notes and their sequential compression: from initial notes through to brief theses and ultimately to an ultra-brief summary. It enables the identification of the most valuable core of content from a large body of information.

Propositions / Пікірлер / Утверждения

Specific claims of an academic text containing positions regarding the phenomena under investigation that are verifiable or arguable. In critical reading, the analysis of propositions involves distinguishing explicit from implicit propositions, evaluating their validity, and verifying their logical consistency with the text’s overall thesis. Cf.: Explicit propositions; Implicit propositions.

Purposeful annotating / Мақсатты аннотациялау / Целенаправленное аннотирование

A form of annotating in which the reader defines in advance a specific goal for working with the text and selects appropriate categories and annotation tools accordingly. It ensures focus, prevents excessive highlighting, and raises the analytical density of annotations; it is an alternative to chaotic or passive annotating.

Purposeful reading / Мақсатты оқу / Целенаправленное чтение

A reading strategy in which the reader, before beginning work with a text, clearly formulates a specific reading goal: to find an answer to a question, extract a particular type of information, verify a hypothesis, or prepare for academic writing. The goal determines the selection of technique, pace, and depth of reading, ensuring effective use of reading resources.

Q

Qualifiers / Квалификаторлар / Квалификаторы

Linguistic and logical means of limiting or specifying the scope of applicability of claims in an academic text, such as modal words like possibly, generally, and in most cases, as well as restrictive formulations. The presence of qualifiers reflects the academic rigour and precision of the author’s claims.

Quality-relevance matrix / “Сапасы – Өзектілігі” матрицасы / Матрица качество-релевантность

A two-axis analytical tool that enables the simultaneous evaluation of academic sources according to two key parameters — methodological quality and relevance to the research question. It ensures a strategically reasoned selection of priority sources for detailed study.

Question database / Сұрақ деректер базасы / Вопросная база данных

A question bank is a list of questions made while reading about a topic. It helps manage the research, track open issues, and prepare for analysis.

Question formulation / Сұрақтар қалыптастыру / Формулирование вопросов

The process of purposefully creating questions directed at an academic text or topic before, during, and after reading. It activates analytical and critical thinking, establishes reading goals, and sets the direction for the search for information. It is a component of the SQ3R and K-W-L strategies, as well as numerous active reading methods in the series.

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Question hierarchy / Сұрақтар иерархиясы / Иерархия вопросов

An ordered system of questions distributed across levels of cognitive complexity, from reproductive to creative and evaluative. It is primarily based on Bloom’s taxonomy and is applied to systematically deepen analytical engagement with academic texts.

Question ladder / Сұрақ баспалдағы / Вопросная лестница

A question ladder is a set of questions that go from basic facts to deeper analysis, using Bloom’s taxonomy. It helps readers understand texts step by step.

Question mapping / Сұрақтық картографиялау / Вопросное картирование

A visual technique for organising questions arising during the reading of an academic text in the form of a graphic diagram reflecting their thematic groups and hierarchical connections. It helps identify key problem areas, knowledge gaps, and directions for further research.

Question skimming / Сұрақтық шапшаң қарап шығу / Вопросный скимминг

Question scanning means quickly looking through a text to find answers to questions you have ready. It is fast but focused, helping you review sources efficiently. y.

Question stems / Сұрақтық тұлғалар / Вопросительные стволы

Incomplete interrogative constructions serve as templates for formulating questions at various cognitive levels according to Bloom’s taxonomy. They are used when working with academic texts to systematically develop questioning and critical thinking skills.

Question transformation technique / Сұрақтарды түрлендіру тәсілі / Преобразование вопросов

An active reading technique in which the reader transforms the headings, subheadings, and key claims of a text into questions before reading the corresponding section. It is a key step in the SQ3R strategy (the Question stage) and ensures purposeful reading focused on seeking answers.

Question-answer summarizing / Сұрақ-жауап қорытындылау / Вопросно-ответное резюмирование

This summary method has you ask and answer key questions about a text in your own words. It builds memory and a better understanding.

Questioning / Сұрақтар қою / Постановка вопросов

An active reading strategy involving the purposeful formulation of questions to a text before, during, and after reading with the aim of managing attention, deepening comprehension, and stimulating critical analysis. It is a foundational component of the SQ3R, PQRST, and many other academic reading strategies.

Questions (SQ3R) / Сұрақтар (SQ3R) / Вопросы (SQ3R) (Step 2 of the SQ3R method: Survey — Question — Read — Recite — Review; see also: PQRST method)

The second stage of the SQ3R method is to convert headings, subheadings, and key phrases into questions before reading the text in detail. It establishes an active reading mindset, directs attention, and creates a purpose for the subsequent reading.

R

RAP strategy (Read — Ask — Put) / RAP стратегиясы / Стратегия RAP — A three-stage active reading strategy: Read (read the paragraph)

Ask (pose questions about what was read) — Put (retell in your own words). It ensures step-by-step monitoring of comprehension at the paragraph level, develops paraphrasing skills, and prevents the accumulation of uncomprehended material when working with dense academic texts.

Read / Оқу / Читать (see: Read stage)

The first step of the SQ3R and RIDA strategies: active and focused reading of a text or its section, maintaining previously formulated questions as guiding orientations. It differs from passive reading in the conscious management of attention, the monitoring of comprehension, and readiness for subsequent reproduction (retelling) of the content.

Reading competencies / Оқырмандық компетенциялар / Читательские компетенции

The totality of interrelated knowledge, skills, abilities, and strategies ensures effective, critical, and adaptive engagement with academic texts across various genres and levels of complexity. They encompass technical skills (speed, highlighting), analytical abilities (critical reading, synthesis), and metacognitive competencies (monitoring and regulation of comprehension).

Reading context / Оқу контекстісі / Контекст чтения

The totality of external and internal conditions in which academic reading takes place: the reading purpose, the type of source, the reader’s level of background knowledge, time constraints, and the physical environment. The reading context determines the choice of strategies and the degree of depth of engagement with a text.

Reading journal / Оқу күнделігі / Дневник чтения (Synonym: Review journal)

A systematic personal journal in which the reader keeps records about sources read: brief summaries, key ideas, personal responses, questions, and reflective comments. It is a tool for developing metacognitive awareness, accumulating research experience, and preparing for academic writing.

Reading pace / Оқу қарқыны / Темп чтения

The speed at which the reader processes a text, expressed in words per minute (wpm) or in units of volume covered per unit of time. An effective reader does not aim for a single, uniform pace but varies it flexibly depending on the complexity of the text, the reading purpose, and the required depth of comprehension: slowing down on complex passages and speeding up through familiar material.

Reading pointer / Нұсқауыш / Указатель (при чтении)

A physical tool — a finger, pencil, pen, or dedicated pointer — used during reading to direct eye movement and maintain a rhythmic pace. It reduces the number of random regressions, stabilises eye movement, and serves as a key element in rhythmic and speed reading methods.

Reading strategies / Мәтіндерді оқу стратегиялары / Стратегии чтения

Systematised cognitive and metacognitive action plans guiding the reader in the process of engaging with an academic text before, during, and after reading. For clarity, academic reading strategies in this series are explicitly grouped into three macro-families: pre-reading strategies (applied before reading), during-reading strategies (applied while reading), and post-reading strategies (applied after reading). This clustering helps readers more easily navigate and organise the many strategies presented. In the series, these families encompass a wide spectrum of approaches, from SQ3R to synthesis and critical analysis strategies, and constitute the subject of Book 2.

Reading strategy / Оқу стратегиясы / Стратегия чтения — (Cf.: Reading strategies — the generalising series term; “Reading strategy” — a single specific strategy)

A single conscious action plan directed towards achieving a specific reading goal when working with an academic text. Each reading strategy constitutes an autonomous tool (e.g., SQ3R, RAP, RIDA, K-W-L), selected based on the type of text, the task, and the level of reading competence.

Reading techniques / Мәтіндерді оқу техникалары / Техники чтения

The set of specific procedural procedures applied when engaging with an academic text: skimming, scanning, close reading, annotating, note-taking, highlighting, chunking, and others. They constitute the operational foundation of academic reading and are the central subject of Book 1 of the series.

Reading with comprehension / Түсінумен оқу / Чтение с пониманием

The integral outcome of the successful application of academic reading strategies and techniques is that the reader not only decodes the text but also deeply comprehends its content, argumentation, implicit meanings, and connections with the broader context. It is the ultimate goal of all the methodologies of the series; it is ensured through comprehension monitoring, active questioning, and reflection.

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Recite / Қайта айту / Пересказ (Merged with Пересказ (SQ3R); step 4 of the SQ3R strategy)

The reproduction from memory — orally or in writing — of the content of a read section or text without reference to the source. In the SQ3R strategy, recitation constitutes the fourth stage (Recite) and is a key tool for testing comprehension and actively consolidating academic material in memory.

Recursive summarizing / Рекурсивті қорытындылау / Рекурсивное резюмирование

A summarising strategy involving repeated re-summarising of the same text with an increasing degree of compression: each successive summary is built upon the previous one and is more compact. It develops information-compression skills, the ability to identify the core of content, and the management of detail levels in presentations.

Reference material / Анықтамалық материал / Справочный материал

A source or document to which the reader or researcher turns to clarify terminology, verify data, or seek additional context without reading it in its entirety as a primary source. Examples include dictionaries, encyclopaedias, glossaries, standards, and statistical databases.

Reflection / Рефлексия / Рефлексия

The conscious process of turning thought upon one’s own experience, knowledge, actions, and processes of comprehension with the aim of their critical examination and improvement. In academic reading, reflection encompasses both the consideration of the content read and the analysis of the reading process itself, the strategies employed, and the attainment of reading goals.

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Reflective annotating / Рефлексивтік аннотациялау / Рефлексивное аннотирование

A form of annotating in which the reader records not only analytical observations but also personal reactions, connections with their own experience, emotional responses, and metacognitive observations on the process of their own comprehension. It develops reflective thinking and deepens personal internalisation of academic content.

Reflective comments / Рефлексивті түсініктемелер / Рефлексивные комментарии

A type of annotating in which the reader records personal interpretations, connections with prior experience, emotional reactions, and reflections on their own comprehension process. They constitute the subjective layer of annotating within the multilayered commenting system and serve as a foundation for reflective journals and academic essays.

Reflective journal / Рефлексивтік күнделік / Рефлексивный журнал

A regularly maintained personal diary of academic reading and learning in which the reader records thoughts, questions, insights, difficulties, and changes in understanding as they work with sources. It develops metacognitive awareness, sustains reflective thinking, and documents the reader’s intellectual growth.

Reflective note / Рефлексивтік жазба / Рефлексивная запись

A free or structured written response by the reader to a text read, recording personal thoughts, insights, questions, emotional reactions, and connections with one’s own experience. It differs from an analytical comment in its greater subjectivity and orientation towards personal reflection rather than critical evaluation.

Reflective thinking / Рефлексивтік ойлау / Рефлексивное мышление

A type of thinking involving the conscious and critical reconsideration of one’s own beliefs, actions, and processes of comprehension in the light of new data and experience. In academic contexts, reflective thinking is directed towards the continuous improvement of reading and research practices through analysis of both the content of sources and the process of working with them.

Regression / Регрессия (алдыңғы материалға оралу) / Регрессия

The involuntary or deliberate return of the eyes to previously read words or passages of text during reading. Involuntary regressions are among the principal causes of reduced reading speed; a conscious return to complex passages is a productive strategy for comprehension monitoring.

Related concept / Байланысты ұғым / Связанное понятие

A concept semantically, conceptually, or thematically linked to the central idea of a text. Identifying related concepts while annotating and note-taking builds conceptual networks and ensures consistent terminology.

Relevance / Өзектілік / Релевантность

The degree of correspondence of an academic source, argument, or information to a specific research question, reading goal, or thematic field. The evaluation of relevance is one of the key criteria for selecting sources and managing attention when working with large bodies of literature.

Repository / Репозиторий / Репозиторий

A structured storage of academic materials — articles, data, notes, annotations, and records — organised for convenient retrieval and re-use. In digital contexts, repositories are implemented through note-taking applications, literature management systems (such as Zotero and Mendeley), and personal knowledge bases.

Research activity / Зерттеу қызметі / Исследовательская деятельность

A systematic set of intellectual and practical actions aimed at obtaining new knowledge or resolving a scholarly problem: posing a question, searching for and critically analysing sources, collecting and interpreting data, and formulating conclusions. It constitutes the context in which academic reading strategies are implemented.

Research gaps / Зерттеудегі олқылықтар / Пробелы исследования (cf.: Knowledge gaps — a broader concept)

Specific unresolved questions, unexplored aspects, or methodological lacunae identified through a systematic review of the existing literature on a topic. They differ from knowledge gaps in that they record gaps specifically within the published research corpus rather than in the individual reader’s awareness.

Research question / Зерттеу сұрағы / Вопрос исследования

A research question is a clear question that guides a scholarly study. When reading academically, setting this question helps pick sources and focus on what matters.

Research questions / Зерттеу сұрақтары / Исследовательские вопросы (Distinct from Research question (singular): here — a generic category in the plural, denoting the overall system of research questions)

A system of clearly formulated questions defining the problematic and directions of a scholarly investigation. In the process of academic reading, research questions serve as a filter for selecting sources, a structuring principle for note-taking, and a foundation for synthesising literature.

Research reading / Зерттеушілік оқу / Исследовательское чтение

A purposeful strategy for engaging with academic sources aimed at locating, selecting, and critically evaluating information relevant to a specific research question. It involves systematic coverage of the literature, analysis of source methodology, and synthesis of findings.

Research thinking / Зерттеушілік ойлау / Исследовательское мышление