Reading is widely subordinated to writing in academic literacies discourse and university practice. Moreover, university academic support interventions are persistently criticised for sitting outside disciplinary knowledge and delivering remedies for student deficit, not curriculum design. This workshop will share research about an exciting teaching innovation: ‘Academic Reading Retreats’. Drawing together academics and students to uncover the hidden, difficult to explain, intuitive practices of confident readers, academic reading retreats unearth tacit assumptions, providing insight and strategies for undergraduates, postgraduates and academics alike. Participants will consider practice examples and strategies, and reflect on opportunities to adopt and adapt in their own practice.