This case study provides an insight as to the effects of exposure to reading materials while growing up and an insight as to the effects of the exposure on reading habits as adults. It examines the attitudes and practices of middle school teachers. The study was designed to investigate what influences the reading habits of educators in a public school. The responses addressed the specific research question: “What are middle school teachers’ reading perceptions, attitudes, and practices?”
The study surveyed middle school teachers of at least twenty-two years of age, employed by a public school system in central Ohio. Ten educators, representing five different curriculum areas were surveyed.
The survey questioned gender, age, content area taught, and number of years of experience in teaching middle school. The survey questions focused on early reading experiences, personalized definitions of reading terms, and current reading practices.
The data collected was analyzed to reveal common themes among the responses. Personal quotations to support various themes were noted to reinforce the categories presented.
Conclusions concerning the reading perceptions, attitudes, and practices of middle school teachers were summarized. Review of the summarizations encourages educators to motivate lifelong readers.
|School:||Bowling Green State University|
|School Location:||United States -- Ohio|
|Source:||MAI 57/05M(E), Masters Abstracts International|
|Subjects:||Middle School education, Reading instruction|
|Keywords:||Adult literacy, Literacy environment, Middle school teachers, Reading attitudes, Reading perceptions, Reading practices|
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