Prospective teachers of reading: Personal literacies of first generation and continuing generation students

This study examined the reading behaviors of first generation and continuing generation students enrolled in elementary reading courses. Although there is agreement that personal reading behaviors influence attitudes about reading and classroom practice, research has not investigated the reading behaviors of first generation students who are enrolled in teacher education and if they differed from those of continuing generation students. In addition, the reading behaviors of first generation and continuing generation students enrolled in elementary reading courses at two South Texas institutions were described.;This descriptive study involved 315 participants from Texas A&M University-Corpus Christi and Sul Ross State University-Rio Grande College. The primary instrument used was a researcher-developed questionnaire (Reading Behaviors Questionnaire) that reported data about personal reading experiences, reading habits, and reader self-awareness. Data was collected in Spring 2010 and was analyzed by frequency distribution and MANOVA.;Analysis of data indicated statistically significant differences between first generation and continuing generation students in reading experiences. The data suggested that first generation and continuing generation students shared similar reading behaviors. The mean scores on reading habits and reader self-awareness indicated first generation and continuing generation students were closely related, and were found to have no statistically significant differences.