Abstract
The reading identities of future teachers matter because their preferences may influence the texts they choose, recommend, and emphasize in their classrooms. Since state and national literacy standards have called for greater inclusion of nonfiction, authors have responded with a wealth of engaging, high-quality informational texts. Yet whether TCs gravitate toward these texts themselves is an open, important, and unanswered question.
Recommended Citation
Correia, Marlene
(2026).
Uncovering Teacher Candidates’ Personal Reading Preferences.
Bridgewater Review, 44(1), 42-43.
Available at: https://vc.bridgew.edu/br_rev/vol44/iss1/14
COinS