A study of reading practices among college students in a teacher preparation program.

摘要

Teacher education programs mandate rigorous state requirements for graduates beginning with the admission process, but many teacher candidates fail the PRAXIS I tests. The purpose of this study was to investigate common reading practices among college students to determine if there was a relationship with unsuccessful test scores. The constructivist theory was appropriate for the theoretical framework because it addresses active learning concepts. Research questions focused on the perceptions of teacher candidates regarding their reading habits, attitudes, engagement, and influences of preferences of reading. To answer these research questions, the researcher designed a qualitative study that involved face-to-face interviews of eleven participants. Responses were compared of those who passed the PRAXIS I reading test on the first attempt of testing with those who did not pass. The data analysis was organized according to Merriam's suggestions, and the following four themes emerged: habits, attitudes, engagement, and influences of the preferences of reading. Key findings showed major differences between a regular reading schedule, procrastination issues, active engagement for focused attention of complex text, and utilization of strategies for better comprehension. An implication from this study is that active reading engagement is essential for academic success and it is especially important for teachers to help students improve reading practices. This study indicates that educators should implement instructional strategies that will engage students in reading for academic success.