Reading Engagement of Preservice Teachers: Impact of a reading-aloud initiative
Abstract
This article describes an investigation of personal reading habits and reading-aloud experiences of 69 preservice teachers. The researchers classified preservice teachers as enthusiastic or unenthusiastic readers using a modified Literacy Habits survey developed by Applegate & Applegate (2004). Findings suggest that the majority of the pre-service teachers consider themselves to be moderate to good readers, and enjoy reading greatly or tremendously. The results also suggest that teacher education should involve pre-service teachers in programs that require them to be readers to develop their confidence and fluency in reading, and their ability to assess students' responses to books.
Reference
Walker-Dalhouse, D., Sibley, C. H., Dalhouse, A.D., Nagwabi, R.C., & Selzler, K. (2011). Reading Engagement of Preservice Teachers:Impact of a reading-aloud initiative, Journal of Reading Education, 37 (1), 33 - 39.
Journal
Journal of Reading Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
65
Duration of Data Collection
Data Sources
- Questionnaire
- student reflections
Data Analysis Tools
- Conceptual model used as analysis framework
- Statistical analysis
Researcher Positionality
Research Questions
"What are the reading habits of pre-service teachers enrolled in two required literacy classes?"
Is this research question explicit from the manuscript? Yes
"What impact will a Reading-Aloud university sponsored program with pre-primary, primary and elementary students have on the perceptions of preservice teachers about their oral reading skills?"
Is this research question explicit from the manuscript? Unknown
"What themes and types of responses, as outlined by Sipe (2008), did preservice teachers reflect in their observations and comments about children’s responses during the read-aloud experiences?"
Is this research question explicit from the manuscript? Unknown