Investigación
calendar_month Publicación: 07/02/2024
Students’ reading comprehension level and reading demands in teacher education programs: the elephant in the room?
Autor: Vicente Iglesias, Pelusa Orellana, Mónica Silva
Introduction
Reading comprehension is crucial for students to succeed in college and become independent learners (De-la-Peña and Luque-Rojas, 2021). Good reading habits are essential for effective communication and expression in academic and professional settings (Cox et al., 2003; Livingston et al., 2015).
Deficits in reading skills are a concern for faculty in many countries (Luyten, 2022). Among other factors, limited high school reading experiences focused on literal comprehension and a lack of exposure to challenging texts may contribute to students’ poor reading habits and skills (Wolfe and Woodwyk, 2010; Livingston et al., 2015; De-la-Peña and Luque-Rojas, 2021). University students recognize the importance of academic reading but admit to not reading enough (Gorzycki et al., 2020). Students enrolled in schools of education are no exception, and research shows they do not come into teacher education programs with high levels of reading competencies or reading habits (Benevides and Peterson, 2010). Applegate et al. (2014) state that almost one half of aspiring teachers will be called upon to inspire their students with a love of reading they do not possess.
Well prepared teachers are essential for successful schooling, given the role they have in helping young children learn to read (Duncan, 2011; Kent et al., 2013). Their preparation to teach reading is crucial, and while conceptual and pedagogical knowledge about teaching reading is necessary (Hikida et al., 2019), they also transmit their own attitudes, beliefs, and experiences as readers (Benevides and Peterson, 2010; Crawford and Reidel, 2022).
Concerns regarding the quality of teacher education programs have prompted investigations into the academic skills of preservice teachers, particularly their verbal ability, which has shown correlations with students’ academic performance (Conaway et al., 2003).
Fuente: Frontiers In Psychology
Volume 15
