Teachers' Leisure Reading Habits and Knowledge of Children's Books

Engelbrecht, Shannon

ET

Burgess, S. R., Sargent, S., & Smith, M. (2011). Teachers' Leisure Reading Habits and Knowledge of Children's Books: Do They Relate to the Teaching Practices of Elementary School Teachers?. Reading Improvement, 48(2), 88-102. Retrieved on March 9, 2014, http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/detail?sid=7a2e0aa2-72a0-4c17-9705-a694ec85afac%40sessionmgr4001&vid=31&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a2h&AN=63988770.

Summary: Do our personal reading habits affect our use of best practice literacy instruction with students? Research is showing a clear "yes."

Evaluation: While previous research has shown that teacher personal reading habits influenced best practice in the classroom, this research focused on personal reading and knowledge of children's literature. They found a clear correlation between knowledge of children's literature and best practice. They hypothesize that the personal reading habits involve not only more time spent reading, but also more time spent familiarizing themselves with the books their students will most likely enjoy. Also, they found that teachers who experience a daily love of reading are more likely to be more effective and positive in their literacy instruction.