The Peter Effect Revisited: Reading Habits and Attitudes of College Students

Autor/inn/en	Applegate, Anthony J.; Applegate, Mary DeKonty; Mercantini, Martha A.; McGeehan, Catherine M.; Cobb, Jeanne B.; DeBoy, Joanne R.; Modla, Virginia B.; Lewinski, Kimberly E.
Titel	The Peter Effect Revisited: Reading Habits and Attitudes of College Students
Quelle	In: Literacy Research and Instruction, 53 (2014) 3, S.188-204 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2014.898719
Schlagwörter	Reading Habits; College Students; Student Attitudes; Student Surveys; Reading Attitudes; Preservice Teachers; Teacher Influence; Education Majors; Questionnaires; Elementary Secondary Education; Scores; Student Characteristics; Qualitative Research + Suchen Sie Ihr Suchwort? Reading habit; Lesegewohnheit; Collegestudent; Schülerverhalten; Schülerbefragung; Reading behavior; Rading behaviour; Leseverhalten; Fragebogen; Qualitative Forschung
Abstract	Certainly a primary goal of literacy education is the creation of avid, enthusiastic, and highly motivated readers. However, in this article revisiting the Peter Effect (Applegate & Applegate, 2004), researchers surveyed more than 1,000 college sophomores and found strikingly low levels of enthusiasm for reading. Only 46.6% of surveyed students could be classified as "Enthusiastic" readers, and only 5.7% could be classified as "Engaged and Avid" readers. Thus, it appears that the Peter Effect still persists. The authors investigated the reading attitudes of college students, particularly those aspiring to be teachers, and found that 48.9% of teachers will be called on to inspire their students with a love of reading that they do not have. Finally, implications reveal that teacher educators must address the importance of enthusiasm for reading if teachers are to transcend their literacy dispositions to create positive impacts on their future students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10