Abstract
This article examines the strategies used to read science articles written in the IMRD (Introduction, Methods, Results, and Discussion) format. Drawing on the results of a survey conducted at an international conference of science editors, it shows how three reader roles—those of the scientist, editor, and reviewer—influence reading strategies. Overall, respondents were more likely to read in IMRD sequence as editors than as reviewers. When reading for personal gain as scientists, they read strategically, not in IMRD order. Other variables considered were the mother tongues (native English or nonnative English), ages, and scientific backgrounds of readers. Nonnative English speakers tended to focus on news-rich sections, especially when reading as scientists. No evidence was found of an effect of age, but there was some evidence of a difference between readers from the hard sciences and those from the humanities. The findings have implications for our understanding of the function and development of the research article and for teaching scientists how to write for publication.