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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.

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