Reading Practices and Their Relationship to the Reading Proficiency of Teacher Education Students

Abstract

Reading, the act of reading, one’s relationship with reading, and reading proficiency are closely interrelated concepts. Hence the need to study, examine, and reflect on them. This study focuses on analyzing the perceptions and assessments that teacher-candidates have regarding their reading proficiency. It arises from the question: How do teacher-candidates perceive their reading practices and habits, and how do these influence their own reading development? A qualitative approach using the phenomenological method was employed. A four-section questionnaire was administered to 25 students in the Bachelor’s degree program in Preschool Education. The results indicate that the students have limited reading practices, although they employ strategies that allow them to deepen their reading process. This information is essential for understanding how the students perceive their relationship with the text, as well as their reading actions, strategies, skills, and assessments.