39 percent of college freshmen reported reading nothing for pleasure in a week.
As a college student, I feel that the reason why college students are less likely to read for pleasure is because they have no free time to do so.
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What’s more, the American survey for 2018 found that all three younger age cohorts managed to fit in at least two hours of television-watching daily.
I noticed that adults ages 20-34 have primarily lower reading time, and I infer the reasoning behind that to be that since most of them are outside of school, they don't use any of their free time to read because they don't need to.
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As U.S. children move from lower to middle to high school, their overall amount of pleasure reading (on average) declines.
As we discussed prior in class, there are many factors to this. One big factor is the usage of social media growing.
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Because often we romanticize print reading, instinctively leading us to judge reading onscreen as lacking.
I have noticed the negative connotation to digital print, within peers and even educators.
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I discovered a surprising number volunteering that what they liked most about reading in print was the smell of books.20
Reading hard copy books unlocks many more senses to readers, making it more enjoyable to read.
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The more difficult the text, the more regressive saccades readers make. Also, as we might anticipate, we fixate longer on unfamiliar words than on words we easily recognize.
I have noticed this habit when helping younger family members beginning to read, they tend to fixate on words that are unfamiliar to them.
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The problem? The new mass audience of readers might encounter vulgar materials, radical ideas, or unrealistic expectations for life’s possibilities. People could also suffer exhaustion, given all there now was to read.
I feel as though social media and technology plays a part in affecting how much people are reading as well.
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the more exposure readers have to the written word, the better their overall language skills (including oral language, comprehension, word recognition, and spelling) through their years of formal schooling.
This is because exposure to written words helps to grow your vocabulary.
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the idea of literacy has to go beyond reading and writing words.
I agree with this statement; there is a difference between reading and writing something and understanding deeply what is being read and written.
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That is, the ways we use our hands to interact with text on screens and in print are not the same.
I know many people, like myself, who prefer reading print rather than reading texts on screens, which I feel like is because we cannot use our senses fully with on screen texts.
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the slow and meditative possession of a book. We don’t just read the words, we dream our lives in their vicinity.6
I can see deep reading to be done when reading novels.
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“Given a reading diet of appropriate length and complexity, reading has the potential to foster mental focus, patience and discipline, offers emotional and aesthetic experiences, increases linguistic knowledge and enhances economic and personal well-being. Skimming texts doesn’t bring such benefits.”
I heavily agree on the idea of appropriate length and complexity, because it is very easy to say that you "read" something when it was a short passage that was skimmed, making it hard to fully understand and digest the text.
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as well as whether screen reading and audio are suited to the task.
This is something that I constantly debate, and I think it depends on how the student is retaining the information.
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“affordances”.
defined as "the perceived and actual properties of an object or environment that suggest how it can be used, acting as visual or physical cues for interaction"
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The tool for accomplishing this task was called “close reading”.
We hear this term a lot in school when reading different stories or books.
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Are we as likely to re-listen to an audiobook as to reread a text version?
I think the reason we are more likely to reread a text version rather than an audiobook is because when you are already familiar with the text, it is easier to naviagte
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The challenge of digital annotation has many faces.
I can see why many other may find challenges in digital annotating, but I believe once you get used to it, it becomes a lot easier.
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A recent study found that 55 percent of faculty surveyed in the U.S. believed cost was the primary reason students didn’t procure textbooks.
I believe that the cost of textbooks are a reason why students may not read from textbooks often.
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Children who chose magazines, newspapers, or comics as their leisure reading didn’t see an increase in their reading scores
Schools focus on literature when it comes to reading tests, so I can see why their scores may be lower.
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Over the centuries, a more mentally engaging form of annotation has been marginalia, meaning writing your own comments in the margins.
While I enjoy reading on hardcopy books, I prefer to annotate on digital texts because I feel as though I have more room to annotate what I want.
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How much do external attributes matter when we read?
When deep reading, it's important to have a clear and focused mind, and your environment could effect how focused your mind is.
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One study we’ll mention showed that when students self-regulate, they tend to take less time with the digital task and do worse on comprehension.
Time regulation can make students feel rushed when it comes to their work, causing students to not do their best because they are focused on getting it done, not doing it right.
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The experiment bombed. No sign of distraction or multitasking on either task.
I can see why this may have not worked because everyone works differently, so it is hard to do a test on it.
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formal testing situations may not be the best measures of learning.
I agree with this statement, many testings do not fully capture the potential of readers.
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“inclusive access”.
This is used in many of my classes, which I find very helpful in learning information and studying.
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Is it important that students read fiction?
I believe that it is; when reading fiction, specifically realistic fiction, it opens creativity to the mind and allows students to grow empathy.
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Good pedagogy suggests learning is cumulative and revisited, not one-off.
When learning something deeply, revisiting helps the information stick longer.
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there’s evidence that both children and adults tend to find informational text harder to read than narrative, given the seeking, integrating, and interpreting skills that making sense of informational texts may demand.1
Reading narrative can be seen as easier than reading informational because there's less effort from the mind to read a narrative text than an informational text.
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The most basic genre distinction is between stories and information.
This is how you are taught distinction of genre in grade school.
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