Abstract: Literacy is increasingly recognised as a cornerstone of preservice teacher (PST) education. Yet, research into the role of PSTs' literacy habits and conceptions in shaping their academic development and broader social participation remains limited. This study examines the literacy habits and conceptions of 331 first-year PSTs enrolled in seven pedagogy majors at a Chilean university. The data included sociodemographic details, the frequency of reading and writing by genre, and levels of agreement with literacy-related statements. Findings indicate that PSTs who read more frequently also engage in a wider range of writing activities beyond academic contexts and tend to hold more informed, epistemic conceptions of literacy. Reading fiction and endorsing well-developed literacy conceptions are positively associated with stronger reading performance and higher academic achievement. Importantly, these patterns show no relationship with family income. Disciplinary differences are evident: language majors report the highest levels of engagement, while mathematics and early childhood education students demonstrate lower participation and more reproductive literacy conceptions. Although men and women report similar reading frequencies, women consistently express more advanced literacy conceptions. These results underscore the need for literacy-centred policies and pedagogical approaches in teacher education to promote equity and academic success.
