Purpose of the Reading Response Survey
Non-grammatical textual features--font size, style, color, graphics--may be considered ancillary to textual meaning; however, the mode of presentation may invite or intimidate Millennial college readers whose casual reading experience involves "hyper attention" rather than the "deep attention" (Hayles 118) needed to construct meaning in print texts. Increasingly, Millennial readers seem less proficient in switching between the two "attentions". Small wonder then that the types of academic reading assigned and required, generally low-tech print-based books, seems comparatively off-putting to them. Caught in between the transition of the book and the e-text, college readers, particularly Millennials, need to be aware of how they construct meaning.
This project responds to that concern and analyzes reader response among Millennials by posing the following questions regarding reading comprehension: Is reading comprehension connected to its presentation--oral, textual, or visual? Do students understand which formats augment or impede their reading comprehension, and more importantly, can they accurately monitor their reading experience accurately?
This project responds to that concern and analyzes reader response among Millennials by posing the following questions regarding reading comprehension: Is reading comprehension connected to its presentation--oral, textual, or visual? Do students understand which formats augment or impede their reading comprehension, and more importantly, can they accurately monitor their reading experience accurately?