The purpose of this study was to investigate the nature of reading attitudes and practices in second-grade teachers and students. Surveys and interviews were conducted with second-grade teachers and students in Northwest Ohio. Four teachers participated in surveys and interviews. Thirty-eight students participated in an attitude survey, and 24 students were interviewed. After the results were analyzed, four case studies emerged with many common trends including teacher attitudes, student attitudes, the students' views about the teacher's reading attitude, and the instructional practices found in the classroom.
The results of this study indicated that teachers seem to be enthusiastic about reading, but they lack the time needed to read during the school year. Likewise, a majority of second-grade students seem to have positive attitudes toward reading. The instruction in second-grade classrooms appears to include read alouds, book talks, student reading, and hands-on activities. However, most teachers are not incorporating time for students to discuss books.
As a result of this research, it is recommended that teachers continue to be an explicit model of reading to students. Teachers must also balance their instruction to engage students in positive reading attitudes. Principals and librarians should support the reading of teachers by providing book clubs throughout the school year.