The Print Exposure of Teacher Candidates in Relation to Their Achievement and Self-Ratings of Early Reading Experiences

Autor/inn/en	Spear-Swerling, Louise; Wei, Yan; Dostal, Hannah; Hernandez, Brittney
Titel	The Print Exposure of Teacher Candidates in Relation to Their Achievement and Self-Ratings of Early Reading Experiences
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 8, S.2097-2119 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10035-3
Schlagwörter	Printed Materials; Preservice Teachers; Reading Achievement; Measurement Techniques; Early Reading; Grade Point Average; College Entrance Examinations; Scores; Undergraduate Students; Recreational Reading; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Leseleistung; Messtechnik; Frühlesen; Aufnahmeprüfung; Häusliche Lektüre
Abstract	This study examined the print exposure of teacher candidates (N = 195) in relation to their GPAs, achievement in reading and writing on the SAT, and their self-ratings of their own early (K to Grade 5) reading experiences. Participants came from undergraduate and Masters programs in varied certification areas and from two different universities. Print exposure measures included author recognition tests for both fiction and nonfiction; a questionnaire about participants' current voluntary reading habits for books, magazines, newspapers, and digital print media; and favorite authors/books questions. Exploratory factor analysis suggested four factors underlying the different print exposure measures: (1) fiction book reading volume; (2) current magazine and newspaper reading; (3) nonfiction book reading volume and (4) current book reading habits for enjoyment. Only fiction and nonfiction book reading volume related positively to participants' achievement, in writing as well as reading, and to their early reading experience ratings. A subgroup of participants who had taken a specific reading methods course involving structured language content, and who had positive early reading experience self-ratings, had higher performance in the course than did participants with mixed or negative self-ratings, although the two groups did not differ in overall GPA. Findings support the view that different measures of print exposure tap somewhat different aspects of print exposure, with differing relationships to varied indicators of achievement. Results also support concerns about the reading volume and print exposure of some teacher candidates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01