Abstract
ABSTRACT College graduates are entering the workforce with reading and critical thinking deficiencies. This study examined students’ and instructors’ perceptions of reading in the college classroom and the course grades associated with not reading an assigned textbook. Instructor tenure-status and discipline were also examined to determine differences in instructor perception. Results suggested that both instructor and students value reading; however, both report that it is possible to pass college courses without reading. Further results indicated that tenure status does not influence instructor perception textbook usefulness. Humanity and Social Science instructors held students slightly more accountable for reading when compared to Math and Science instructors.
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