Abstract

The purpose of this study is to examine the attitudes towards reading habits of the preservice teachers and to determine relationship between the attitudes of preservice teachers and their genders, their department in faculty, parents’ educational status, family income and place of residence. The working group consists of 412 junior pre-service teachers in the departments of Elementary School Teaching ,Early Childhood Education Teaching, Turkish Language Teaching, Social Studies Teaching, Science Education Teaching, Elementary Mathematics Education Teaching and Mentally Handicapped Education Teaching at Bülent Ecevit University, in the spring semester of the 2014-2015 academic year. In this study which is designed as a descriptive one; survey model was used to examine the reading habits of preservice teachers according to various variables. “Teacher Candidates’ Attitudes towards Reading Habit Scale” (TCARHS) developed by Susar Kirmizi (2012) was used in this study, which consists of 34 questions and three subdimensions and its’ items are in type of 5-point Likert. The factor coefficients of the items range from .80 to .54 in this scale and its’ Croanbach Alpha reliability co-efficient was determined as .95. As a result in this study, preservice teachers’ attitudes towards reading habits are differed statistically significant according to their genders and their departments in faculty, however their attitudes are not differed statistically significant according to family income, parents’ educational status and place of residence.