A long reading list can stop you before you even start. When executive function difficulties make it hard to identify what matters most, the whole list can feel equally urgent, or equally impossible. This article gives you a clear approach to working out what actually needs reading.
Here are 5 ways to find out:
Focus on 'essential' and not 'extra' reading
Check if you should be reading chapters or books
Ask for guidance from your teacher or tutor
Ask yourself why you are reading something
Plan out your time
Essential vs extra reading
Often reading lists are divided into 'essential' (or 'recommended'), and 'extra' (or 'further') reading. This is as it says, and you should focus your time on completing the essential reading first.
Extra reading is optional, and while it is always good to further your knowledge about a subject, when you are prioritising your time, this is a lower priority.
If the essential reading still feels unmanageable, that is a signal to prioritise within it. Use the steps below to identify what matters most, rather than trying to read everything and burning out.
Chapters or books
Always double check your reading list to see if you should read a specific chapter rather than a whole book. It's easy to make the mistake of thinking that you are expected to read 10 books rather than 10 chapters! If it is not clear, ask someone.
Ask your teacher or tutor
If the reading list does not make it clear what is essential reading, you can contact your teacher or tutor to ask for them to direct you to the most important items.
Be aware though, while it is always good to ask for help, be prepared to be given the answer ‘everything on the list is important’… If that happens, you need to…
Self-filter by asking why
If the reading list and teacher or tutor aren't giving you what you need, you are going to need to work out what to prioritise yourself.
To do this, focus on why you are doing the reading. There should always be a purpose to your reading.
If it is for an essay, consider what points you may need for your arguments
If it is to be used in class discussion, look for points you may want to share
If it is to increase your knowledge on a topic, take some notes as they may be useful for assessments or discussions later on
This step is especially useful if you find sustained reading difficult or tend to read without retaining much. Having a specific question you want to answer before you open a source keeps you anchored. You are not reading to absorb everything; you are reading to find something. That shift in purpose makes the task more concrete and manageable.
With the purpose clear, have in mind a set of questions you want answers to and then search for keywords in the text (if digital) or index (if printed) to determine whether something is relevant.
For research articles, start with introductions or abstracts and question again whether the content will answer your questions and is worth continuing to read.
Plan your time
Finally, calculate approximately how long it takes you to complete a set amount of reading, for example five pages, and use this to work out roughly how much time it will take you to complete your reading.
Reading speed varies a lot between students. Neurodivergent students may read more slowly due to processing differences, or may need to re-read sections more often before the content sticks. The calculation here is based on your pace, not a standard or average.
If it works out that you have enough time to complete everything listed as essential or recommended, great. You can feel reassured that you haven't left things too late.
If not, you need to filter (or re-filter) out the most important until you have the amount of reading that you can get through.
