Preservice Teacher Knowledge, Print Exposure, and Planning for Instruction

Kozak, Stephanie; Martin‐Chang, Sandra

doi:10.1002/rrq.240

Cited by 10 publications

(6 citation statements)

References 59 publications

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“…In sum, the literature shows that providing classroom discussion (Woodford, 2016; Fisher and Frey, 2018), emphasising students' choices (Ivey and Johnston, 2013; Miller, 2015), using engaging literature (Kozak and Martin‐Chang, 2019; Locher et al, 2019) and providing a safe and entertaining environment for students to discuss difficult topics (Fletcher et al, 2012; Cushing and Carter, 2021) are effective classroom practices. Our data extend these findings by showing that the more frequently participants reported activities like listening to stories, reading in school, talking to teachers and other students about books and having the choice to pick the materials they wanted to read during elementary school years, the higher they scored on the ART as adults.…”

Section: Discussionmentioning

confidence: 99%

“…Binks‐Cantrell et al (2012) discuss the Peter effect in relation to content knowledge, pointing out that teachers with more content knowledge have stronger pedagogical skills to foster reading development in their students. Thus far, much of the work in teacher knowledge has been focused on the basic building blocks of literacy, but recently more inquiry has been aimed at understanding teachers' preparation to increase reading motivation in their students (Kozak and Martin‐Chang, 2019).…”

Section: The Matthew Effect In Readingmentioning

confidence: 99%

“…Print exposure. Participants' print exposure was assessed using a version of the Author Recognition Test (ART; Stanovich and West, 1989), adapted by Kozak and Martin-Chang (2019) to include authors of children's and young adult literature. The ART is a proxy of print exposure over the lifespan (Moore and Gordon, 2014), which has come to be an indication of leisure reading or reading for pleasure (Stanovich and West, 1989).…”

Section: Contains Further Details and Examplesmentioning

confidence: 99%

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The roots of reading for pleasure: Recollections of reading and current habits

et al. 2023

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Children's early literacy experiences are critical, yet it remains unclear whether memories of early reading instruction continue to be associated with reading habits into adulthood. We examined the association between recollections of reading experiences and present‐day reading habits in an adult population. University students responded in writing to three open‐ended prompts asking about their memories of reading during early childhood, elementary school and high school. They also completed two questionnaires inquiring about reading enjoyment and frequency in elementary school and high school. For the concurrent measures of reading, participants described their current reading habits in an open‐ended prompt and completed an author recognition test. Results showed positive links between favourable memories of reading during elementary and high school years and present‐day reading habits. Conversely, unfavourable memories during high school were associated with unenthusiastic present‐day reading habits. We found that reading instruction in school forms long‐lasting memories, and these memories are linked in meaningful ways with print exposure during adulthood.

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Section: Discussionmentioning

confidence: 99%

Section: The Matthew Effect In Readingmentioning

confidence: 99%

Section: Contains Further Details and Examplesmentioning

confidence: 99%

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The roots of reading for pleasure: Recollections of reading and current habits

et al. 2023

Self Cite

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“…Kozak and Martin‐Chang, 2019 argue that “teachers’ knowledge is the binding that connects the various domains of reading instruction into one compelling story” (p. 330). We speculate that increasing educators’ knowledge will continue to play a significant role in the conversation around efforts to improve early reading instruction.…”

Section: Discussionmentioning

confidence: 99%

Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains

Davis

Samuelson

Grifenhagen

et al. 2021

Reading Research Quarterly

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Much of the early research on teachers’ knowledge for reading instruction used instruments that primarily emphasized code‐based aspects of reading, unintentionally signaling that meaning‐focused knowledge is not essential for teaching foundational reading to elementary‐age children. In this study, we developed the Knowledge for Enhancing Reading Development Inventory (KnERDI; pronounced 'nerdy'), an instrument that measures teachers’ knowledge in two domains: alphabetic code/word reading and meaning/connected text processes. Using this instrument, we sought to determine if teachers’ knowledge of the two proposed domains was highly associated and if knowledge was related to level of education and amount of teaching experience. We report on the reliability and validity of the KnERDI and describe patterns in educators’ performance on this instrument. We found that the KnERDI measured both domains with acceptable reliability in multiple samples of educators enrolled in an online professional development course. Educators scored higher on the meaning/connected text process subscale than on the alphabetic code/word reading subscale. The two subscales were strongly correlated, indicating that teachers’ knowledge as measured on the KnERDI is a unidimensional construct. Advanced degree completion was not consistently related to educators’ scores on the KnERDI, but there was a positive association between educators’ performance on the instrument and their years of experience teaching early reading, particularly with respect to the code‐based domain. We discuss potential uses of the KnERDI in future research and practice, positive trends in educators’ performance on the instrument, and challenges in measuring educators’ knowledge for supporting higher‐level language and comprehension processes.

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“…Teacher dispositions, such as attitudes, motivation and sense of efficacy are, however, of importance for teacher behaviour in class and students' outcomes (George et al, 2018;Guay et al, 2016). Teachers competent in teaching and promoting reading are more than ever needed if we aim to positively impact primary and secondary school students' willingness to read and improve their reading ability (Blömeke et al, 2015;Kozak & Martin-Chang 2019). It is not yet known, however, to what extent pre-service teachers' reading attitude remains stable or changes throughout teacher education and consequently, with which reading attitude they enter the profession as beginning teachers.…”

Section: Implications For Theory Policy or Practicementioning

confidence: 99%

Pre‐service teachers' reader profiles: stability and change throughout teacher education

Vansteelandt

Mol

Keer

2021

Journal Research in Reading

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Background: Considering (1) that reading proficiency is fundamental for educational success, (2) the reciprocal relationship between affective aspects of reading (e.g., reading attitude and motivation) and reading behaviour and ability, (3) the alarming decline in students' reading attitude throughout primary and secondary education and (4) the rather large group of pre-service teachers starting teacher education with a negative reading attitude, this study used a person-centred approach to examine the development of pre-service teachers' reading attitude throughout teacher education and how it relates to their perceived reading ability and reading behaviour. Methods: In a sample of 128 pre-service teachers, cluster (movement) analysis was executed at the start of teacher education and near graduation to identify different reading attitude clusters and possible changes throughout teacher education. A distinction between purpose (recreational vs academic) and context (personally vs socially oriented) was made when assessing reading attitude components. Results: Three reading attitude profiles (i.e., personally oriented, socially oriented and low attitude) were corroborated at both measurement occasions. Cluster movement analysis identified that the majority remained in the same profile over time (53-62%). When pre-service teachers did switch profile, they most likely evolved towards the personally-or socially-oriented profile (reading as a mere personal activity vs willing to interact about reading, respectively). Convergent validity evidence was found in that pre-service teachers in the low-attitude profile (24%) were least likely to read and perceived themselves as least competent in reading. They further appeared to be least willing to invest in reading promotion in their future school(s) of all profiles.

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Preservice Teacher Knowledge, Print Exposure, and Planning for Instruction

Cited by 10 publications

References 59 publications

The roots of reading for pleasure: Recollections of reading and current habits

The roots of reading for pleasure: Recollections of reading and current habits

Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains

Pre‐service teachers' reader profiles: stability and change throughout teacher education

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