Using published research studies, writings of experts in the literacy field, and anecdotes from the author’s own experiences, this article examines the reading motivation and disposition of preser-vice teachers and suggests ways that children’s literature courses positively affect both. Ideas of social modeling, constructivist course design, and the role of influential teachers are also discussed. The title is derived from the classic book, Peter Pan and Wendy, and hints at the possibility that future generations of readers may be “lost” if teacher preparation programs do not consider and promote positive reading dispositions.
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