Title |
Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling
|
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Published in |
Reading and Writing, April 2018
|
DOI | 10.1007/s11145-018-9843-8 |
Pubmed ID | |
Authors |
Bente Rigmor Walgermo, Njål Foldnes, Per Henning Uppstad, Oddny Judith Solheim |
Abstract |
Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school. Cross-lagged analysis showed strong stability in reading skills and medium stability in literacy interest and reader self-concept over the first school year. We also found bidirectional relationships between reading skills and self-concept and between the motivational components of literacy interest and reader self-concept. In the final part of the article, we address the potential theoretical progress attainable through the use of cross-lagged designs in this field. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Australia | 1 | 50% |
United States | 1 | 50% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Science communicators (journalists, bloggers, editors) | 1 | 50% |
Members of the public | 1 | 50% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Unknown | 112 | 100% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Ph. D. Student | 11 | 10% |
Student > Master | 9 | 8% |
Student > Bachelor | 8 | 7% |
Lecturer | 6 | 5% |
Student > Doctoral Student | 3 | 3% |
Other | 12 | 11% |
Unknown | 63 | 56% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 10 | 9% |
Social Sciences | 7 | 6% |
Arts and Humanities | 7 | 6% |
Linguistics | 6 | 5% |
Economics, Econometrics and Finance | 3 | 3% |
Other | 17 | 15% |
Unknown | 62 | 55% |