(Re)Mediating Engaged Reading With University Students in an Elementary Teacher Education Program

• In Event: Rethinking Effective Practices in Postsecondary Teaching and Learning

Abstract

The current investigation was designed to explore the impact of a sustained silent reading intervention on pre-service teachers’ reading behavior. Participants completed pre and post-test measures of attitudes, perceived normative pressure, perceived behavioral control, intention, and past behavior. Participants also shared their thoughts toward reading for pleasure and the potential usefulness of sustained silent reading in their future classrooms during periodic reflections. Quantitative results indicated a statistically significant decline in attitudes toward reading for pleasure and a significant increase in time spent reading for pleasure following the intervention. Qualitative analyses indicated improved attitudes toward reading for pleasure and an increased understanding of the the potential benefits of providing learners with protected periods of time to engage in sustained salient reading.

Authors

• Annamary Consalvo, The University of Texas - Tyler

• Christopher Lee Thomas, University of Texas at Tyler