The reading experiences and beliefs of secondary pre-service teachers

Abstract

The purpose of this study was to describe secondary pre-service teachers' past reading experiences, present attitudes and beliefs about reading, their attitudes and beliefs about a required content area literacy course, and their predicted use of reading in future instruction. Secondary pre-service teachers (N = 124) of diverse subject areas completed four surveys during the required course. Responses of those who enjoyed reading throughout their lives were compared to responses for those who did not enjoy reading. The results of the study suggest that secondary pre-service teachers might benefit from reflecting upon their past positive reading experiences and attempt to recreate those experiences for their future students.

Reference

Daisey, P. (2009). The reading experiences and beliefs of secondary pre-service teachers. Reading Horizons 49 (2), 167–90.

Journal

Reading Horizons

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Qualitiative
Quantitative
Quasi-experimental

Geographic Setting

United States

Institutional Context

University based

Certification Level

Secondary

Programatic Focus

Secondary

Research Location Context

University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

124

Duration of Data Collection

Academic Semester

Data Sources

Likert style survey
open ended questions
Survey

Data Analysis Tools

ANOVA
chi-square test
Constant comparative analysis

Researcher Positionality

inside (staying their own students)

Research Questions

1. What are the attitudes and beliefs about reading of secondary preservice teachers who reported enjoying reading throughout their lives versus pre-service teachers who reported not enjoying reading?
Is this research question explicit from the manuscript? Yes

2. What are the current attitudes and beliefs about reading of these two groups of pre-service teachers?
Is this research question explicit from the manuscript? Yes

3. What can be done in a required secondary content area literacy course to change attitudes and beliefs?
Is this research question explicit from the manuscript? Yes

4. How do the predictions about integrating reading into future instruction compare for these two groups of secondary pre-service teachers?
Is this research question explicit from the manuscript? Yes