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Teachers' critical examination of their perceived sibling positions in the family, particularly in relation to reading development, can provide them with valuable insights about their current perceptions and behaviors related to content area instruction. This paper explores the findings obtained from 188 elementary and secondary preservice teachers' responses to a questionnaire that focused on perceived sibling position as an influence on reading perceptions. Teachers' perceived sibling positions and reading abilities within their family constellations receive special attention. Further consideration centers on possibilities for practice for reading teacher education in the content areas as well as directions for future research.

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