Do Teachers Read

Abstract

ONE OF THE frequently stated goals of reading instruc ion is the development of a lifetime habit of reading? that is, the continuation of reading for the purposes of learning and recreation from childhood to adulthood. How this goal is achieved, however, is somewhat of a mystery. It seems safe to assume that, in part at least, a lifetime reading habit, or the desire to continue reading, is transmitted to children via modeling. That is, children tend to emulate and model the behavior of the important adults in their lives. Therefore, it would seem logical to assume further that the teacher who reads much would present a more positive and enthusiastic model than would the teacher who reads little. Furthermore, it is logical to assume that there is value in continued reading, both professional and nonprofessional. Long after the final degree has been earned, or the final course taken, reading remains one of the most important ways a teacher can continue to develop professionally and personally. Nevertheless, the reading habits of teachers is an area upon which few studies have focused. We therefore continue to make assumptions and draw conclusions without sufficient or appropriate data. If children use teachers as models, and this writer believes they do, then more interest in and concern over the reading habits of elementary and secondary school teachers ought to be expressed by researchers. There has always been concern over the reading habits of the adult popu lation in general (Sharon, 1973-74), and some researchers have been concerned with the reading habits of the leaders of our society (Weiss,