Abstract
The purpose of this study was to examine Turkish pre-service teachers' reading tendencies. It specifically focused on to identify pre-service teachers' reading backgrounds and also to put forward the relationships between the tendencies of them and their gender as well as program. Participants were 114 female and 72 male undergraduate students from a state university in Turkey; the data collection instrument was a self-report questionnaire that assessed reading tendencies of pre-service teachers. The results indicated that students' reading activities outside the school primarily consist of materials other than books. The difference between students' gender and genres of books they like to read most was at the significant level. In general, the results demonstrated that Turkish pre-service teachers were not satisfied with their current amount of time they allot for reading. Data obtained in this study were discussed in relation to promoting reading.
Highlights
IntroductionThe reading habits of individuals have been a focus for academic research over more than fifty years since there is no more vital or basic skill in the whole educational process than reading as it is the foundation of learning and academic achievement[1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20] Yet, empirical evidence demonstrates that there is a decrease in reading habits among the youngsters and points TV, mobile phones, computer games, videos, DVDs and all other new and current distractions as the factors having roles in this decrease[7].It can be said that, there is an important relationship between acquiring and improving reading pleasure and reading tendency
The difference between female and male pre-service teachers in terms of reading outside the school was at the significant level across three comparisons, for primary ranking, it was Pearson P2 (5, N = 168) = 14.43, p = 013, Cramer’s V = 0.29
The results demonstrated that pre-service teachers cited that they read 6-20 books per year
Summary
The reading habits of individuals have been a focus for academic research over more than fifty years since there is no more vital or basic skill in the whole educational process than reading as it is the foundation of learning and academic achievement[1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20] Yet, empirical evidence demonstrates that there is a decrease in reading habits among the youngsters and points TV, mobile phones, computer games, videos, DVDs and all other new and current distractions as the factors having roles in this decrease[7].It can be said that, there is an important relationship between acquiring and improving reading pleasure and reading tendency. We can express that monitoring youth’s reading choices and acting according to that would be important and necessary to form reading habits-even if it is late-in them. Numerous recent studies have documented that in order to create reading-promoting classroom environments, the teacher should be a reading model[21]. Research by Applegate and Applegate[22] revealed that pre-service teachers were not avid readers. As educators in Teacher Education, we believe that teachers, who will teach and endear reading, first of all, should be good readers as well as good role models. With this belief, bringing about reading endearment and habit in teacher candidates should the initial task of teacher educators
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