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Reading and writing experts agree that, to teach effectively, teachers must first be readers and/or writers themselves. In this study, we examined beliefs and habits related to reading and writing in preservice teachers based upon interview data. The results revealed a variety of reading and writing histories and patterns of involvement in ongoing reading and writing. Both readers and writers, and nonreaders and nonwriters, were able to identify strategies for reading and writing in their future classrooms that matched strategies taught in university methods courses. None of the students were able to articulate suggestions for fostering a love of reading or writing in their own future students. Implications focus on examining preservice teacher education programs to identify what we do and do not model for students.

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