A Constructivist View of Preservice Teachers Attitudes toward Reading through Case Study Analysis of Autobiographies.Report as inadecuate




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A study explored preservice teachers' attitudes toward reading through detailed case study analysis of their reading autobiographies. Subjects, 45 students in a required content area reading class in Hawaii, completed a reading autobiography assignment in which they considered their reading experiences from their earliest memory of being read to up to the present. Results indicated that: (1) 67% of the subjects had positive attitudes toward reading, 29% had mixed attitudes, and 4% had negative attitudes; (2) attitudes change over time and were highly individualistic; (3) positive reading experiences were found in rural, modest income families where English was a second language, and in similar settings where parents or other family members offered a positive model, read to children, and provided books in the home; (4) positive experiences occurred in upscale settings where many books were made available and a love of reading was modeled by parents; (5) positive and negative experiences occurred at various stages of reading development; and (6) negative experiences tended to be linked to family upheaval, reading aloud in front of class, book reports, and misuse of placement tests. Findings suggest that very direct methods in a content area reading course will be needed to expand future teachers' understanding of trade books and texts. (Contains 14 references). (RS)

Descriptors: Autobiographies, Case Studies, Constructivism (Learning), Content Area Reading, Elementary Secondary Education, Family Environment, Higher Education, Preservice Teachers, Reading Attitudes, Reading Research, Student Attitudes, Teacher Attitudes











Author: Bean, Thomas W.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7929&id=ED364843



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