Reading format preferences of working actors in a professional context

This study investigates actors’ preferred format (print or electronic) for their scripts when preparing for a performance project (screen, stage, voiceover). It builds on a body of research into reading format preferences of students in academic settings. Like academic reading, actors must internalize their text for the successful completion of their task. They must also memorize their lines and imbue them with characterization, movements, emotions, expressions, reactions, motivations, and vocal intonations. Data gathering was conducted through an online survey, and the authors used descriptive, comparative, and thematic analysis methods. Results were mapped to the Reading Event Analysis Model, a guide to predict readers’ format preferences depending on contexts. Results from 357 actors in 27 countries show they overwhelmingly prefer print format for various reasons. These reasons are similar to those of college students but carry unique nuances. Actors recognize memorization as key to most performance tasks, and mobility while learning as essential. They find the low-tech qualities of print most conducive to achieving their professional goals. Findings from this study of an alternative learning context broaden our understanding of the many types of reading and readers. Implications may be applied to pedagogical approaches of reading instruction for children and adults.