Abstract
Many faculty members assign textbook readings prior to their traditional lectures. In this study, we assessed students' level of class preparedness and surveyed their textbook reading practices weekly along with entrance and exit surveys concerning their attitudes toward reading the textbook. We report that pre-lecture reading is a significant variable in explaining pre-lecture preparedness as well as exam scores. We also report the reasons participants cited for not reading more of the textbook. We hope this analysis will allow educators to have a better understanding of the level of pre-lecture reading that is occurring in a traditional lecture-style course and the impacts of pre-lecture reading on student success.