Previous studies about reading achievement and habits of young people in Spain have systematically ignored the reading profile of Spanish teachers as an explanatory variable. However, teachers’ reading habits might help us to better understand their attitude towards reading and, therefore, their approach to the education of new readers in their classrooms. In this work, the reading habits of future teachers in three public universities have been explored by means of a survey. The results show that these subjects are not closely involved with reading, do not read regularly, do not read a wide variety of reading texts and do not place great value on books, although they do tend to overrate their reading practices. Furthermore, they scarcely visit libraries and mainly read for instrumental reasons, not to enjoy reading for its own sake. The way in which the reading profile of the teachers could affect their students’ education regarding reading is considered and promoting better attitudes and habits towards reading is proposed as a pre-service teacher education goal.
Get full access to this article
View all access options for this article.
References
1.
AlexanderJ. E.FillerR. C. (1976). Attitudes and reading. Newark, DE: International Reading Association.
2.
ApplegateA. J.ApplegateM. D. (2004). The Peter Effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57, 554–563.
3.
AsselinM. (2000): Confronting assumptions: Preservice teachers´ beliefs about reading and literature. Reading Psychology, 21, 31–55.
4.
BenevidesT.PetersonS. S. (2010). Literacy attitudes, habits and achievements of future teachers. Journal of Education for Teaching, 36(3), 291–302. doi:10.1080/02607472.2010.497375
5.
CambraM.CiveraI.PalouJ.BallesterosC.RieraM. (2000): Creencias y saberes de los profesores en torno a la enseñanza de la lengua oral. Cultura y Educación,17/18, 25–40.
6.
ChartierA. M. (2004). La memoria y el olvido, o cómo leen los jóvenes profesores. In LahireB.Comp., Sociología de la lectura (pp.109–137). Barcelona: Gedisa.
7.
ColomerT. (2009). Entre la normalidad y el desinterés: los hábitos lectores de los adolescentes. In ColomerT.Coorda., Lecturas adolescentes (pp. 19–58). Barcelona: Graó.
8.
CreminT.BearneE.MottramM.GoodwinP. (2008): Primary teachers as readers. English in Education, 42, 8–23.
9.
CreminT.MottramM.CollinsF.PowellS.SaffordK. (2009). Teachers as readers: building communities of readers. Literacy, 43, 11–19. doi:10.1111/j.1754-8845.2007.00001.x
10.
DreherM. J. (2003). Motivating teachers to read. The Reading Teacher, 56, 338–340.
FerreyroJ.StramielloC. I. (2008). El docente: el desafío de construir/se en sujeto lector. Revista Iberoamericana de Educación, 45, 1–7.
13.
Gómez SotoI. (2002). Los hábitos lectores. In MillánJ. A.Coord., La lectura en España. Informe2002 (pp. 93–125). Madrid: FGEE.
14.
Gómez YebraA. (2008). La animación a la lectura entre los jóvenes. Sevilla: Fundación ECOEM.
15.
GranadoC.PuigM.RomeroM. C. (Marzo, 2011). Los hábitos lectores de los futuros maestros y maestras y el fomento de la lectura en la escuela. Paper presented at the I Congreso Internacional Virtual de Educación Lectora. Dpto. Didáctica de la Lengua y la Literatura, Universidad de Málaga.
16.
GuptaR. (2004). Old habits die hard: Literacy practices of preservice teachers. Journal of Education for Teaching, 30, 67–78. doi:10.1080/0260747032000162325
17.
GuthrieJ. T.WigfieldA. (1999). How motivation fits into a science of reading. Scientific Studies of Reading, 3, 199–205.
18.
GuthrieJ. T.WigfieldA.MetsalaJ. L.CoxK. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231–256.
19.
LarrañagaE.YuberoS. (2005). El hábito lector como actitud. El origen de la categoría de ‘falsos lectores’. Revista OCNOS, 1, 43–60.
20.
MannaA. L.MisheffS. (1987). What teachers say about their own reading development. Journal of Reading, 31, 160–168.
21.
MarchesiA.MiretI. (2005). Las bibliotecas escolares en España, 2005. Madrid: Fundación Germán Sánchez Ruipérez.
22.
MathewsonG. C. (1994). Model of attitude influence upon reading and learning to read. In SingerH.RuddellR. B. (Eds.), Theoretical models and processes of reading (4th ed., pp. 841–859). Newark, DE: International Reading Association.
23.
McKennaM. C.KearD. J.EllsworthR. A. (1995). Children´s attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934–956.
24.
McKoolS. S.GespassS. (2009): Does Johnny´s reading teacher love to read? How teachers´personal reading habits affect instructional practices. Literacy Research and Instruction, 48, 264–276. doi:10.1080/19388070802443700
25.
Ministerio de Cultura y Fundación Autor (2005). Encuesta de hábitos y prácticas culturales en España, 2005. Madrid: Fundación Autor.
MiretI. (2008). Bibliotecas escolares, (aún más) hoy. In J. A. Millán (Coord.), La lectura en España. Informe 2008. Leer para aprender (pp. 93–105). Madrid: Fundación Germán Sánchez Ruipérez. Retrieved 5 February 2012, fromhttp://www.lalectura.es
29.
Moreno SánchezE. (2001). El estudio de casos como estrategia de evaluación de los contextos de adquisición de hábitos lectores. Revista de Ciencias de la Educación, 185, 75–88.
30.
MorrisonT. G.JacobsJ.SwinyardW. R. (1999): Do teachers who read personally use recommended practices in their classroom?Reading Research and Instruction, 38, 81–100.
31.
MuellerD. L. (1973). Teacher attitudes toward reading. Journal of Reading, 17, 202–205.
PetscherY. (2010). A meta-analysis of the relationship between student attitudes towards reading and achievement in reading. Journal of Research in Reading, 33, 335–355. doi:10.1111/j.1467-9817.2009.01418.x
34.
PoulainM. (2004). Entre preocupaciones sociales e investigación científica: el desarrollo de sociologías de la lectura en Francia en el siglo XX. In LahireB.Comp., Sociología de la lectura (pp. 17–57). Barcelona: Gedisa.
35.
RomeroF. (2007). Utopías lectoras y promoción de la lectura en la escuela. Anuario sobre el libro infantil y juvenil 2007 (pp.81–114). Madrid: Ediciones SM. Retrieved 6 February 2013, fromhttp://www.grupo-sm.com/Anuario/Anuario_2007.pdf
36.
RuddellR. B. (1995). Those influential literacy teachers: Meaning negotiators and motivation builders. The Reading Teacher, 48, 454–463.
37.
SainsburyM.SchagenI. (2004). Attitudes to reading at ages nine and eleven. Journal of Research in Reading, 27, 373–386.
38.
Tenti-FanfaniE. (2005). La condición docente. Análisis comparado de la Argentina, Brasil, Perú y Uruguay. Buenos Aires: Siglo XXI.
39.
TovarR. M. (2009). La formación como lector y escritor: Un reto para el docente. Educere, 44, 109–116.
40.
TwistL.GnaldiM.SchagenI.MorrisonJ. (2004). Good readers but at a cost? Attitudes to reading in England. Journal of Research in Reading, 27(4), 387–400.
41.
WangY. (2000). Children´s attitudes toward reading and their literacy development. Journal of Instructional Psychology, 27, 120–125.
42.
WigfieldA.GuthrieJ. T. (1997). Relations of children´s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420–432.
