The print exposure of teacher candidates in relation to their achievement and self-ratings of early reading experiences
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The print exposure of teacher candidates in relation to their achievement and self‑ratings of early reading experiences Louise Spear‑Swerling1 · Yan Wei1 · Hannah Dostal2 · Brittney Hernandez2
© Springer Nature B.V. 2020
Abstract This study examined the print exposure of teacher candidates (N = 195) in relation to their GPAs, achievement in reading and writing on the SAT, and their self-ratings of their own early (K to Grade 5) reading experiences. Participants came from undergraduate and Masters programs in varied certification areas and from two different universities. Print exposure measures included author recognition tests for both fiction and nonfiction; a questionnaire about participants’ current voluntary reading habits for books, magazines, newspapers, and digital print media; and favorite authors/books questions. Exploratory factor analysis suggested four factors underlying the different print exposure measures: (1) fiction book reading volume; (2) current magazine and newspaper reading; (3) nonfiction book reading volume and (4) current book reading habits for enjoyment. Only fiction and nonfiction book reading volume related positively to participants’ achievement, in writing as well as reading, and to their early reading experience ratings. A subgroup of participants who had taken a specific reading methods course involving structured language content, and who had positive early reading experience self-ratings, had higher performance in the course than did participants with mixed or negative self-ratings, although the two groups did not differ in overall GPA. Findings support the view that different measures of print exposure tap somewhat different aspects of print exposure, with differing relationships to varied indicators of achievement. Results also support concerns about the reading volume and print exposure of some teacher candidates. Keywords Print exposure · Reading · Reading habits · Teacher candidates · Teacher preparation · Writing
* Louise Spear‑Swerling [email protected] 1
Department of Special Education, Southern Connecticut State University, 501 Crescent Street, New Haven, CT 06515, USA
2
Neag School of Education, University of Connecticut, Storrs, USA
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Introduction Print exposure is known to play an important role in reading development. Even in preschoolers, print exposure through parental read-alouds influences children’s acquisition of vocabulary and language (Mol & Bus, 2011; Scarborough & Dobrich, 1994), because books tend to expose children to more academic language and unusual words than are typically used in everyday conversation (Hayes & Ahrens, 1988). As children begin formal schooling and develop basic reading skills, their own reading of texts—independently or with scaffolding from adults—helps them develop fluent reading (Foorman et al., 2016). Furthermore, print exposure accounts for unique variance in word identification and spelling even after controlling for phonological skills (Stanovich & West, 198
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