J W Chapman1, W E Tunmer. 1. Department of Educational Psychology, Massey University, Palmerston North, New Zealand.
Abstract
BACKGROUND: Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to read. AIMS: The aim of this longitudinal study was to examine the emerging causal interplay between reading self-concept and beginning reading performance. SAMPLE: One hundred and twelve children who started school at the age of 5 years participated in the study over a two and a half-year period. METHOD: Path analyses were used to examine the relationships between reading-related skills and reading self-concept at the start of Year 1, the middle of Year 2, and the middle of Year 3. RESULTS: Reading performance emerged as causally predominant over reading self-concept between the middle of Year 2 and the middle of Year 3. CONCLUSIONS: Initial reading-related experiences in school are associated with the development of reading self-concepts within the first two and a half years of schooling. This period may mark the time during which negative 'Matthew effects' develop for those who experience initial difficulties in learning to read.
BACKGROUND: Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to read. AIMS: The aim of this longitudinal study was to examine the emerging causal interplay between reading self-concept and beginning reading performance. SAMPLE: One hundred and twelve children who started school at the age of 5 years participated in the study over a two and a half-year period. METHOD: Path analyses were used to examine the relationships between reading-related skills and reading self-concept at the start of Year 1, the middle of Year 2, and the middle of Year 3. RESULTS: Reading performance emerged as causally predominant over reading self-concept between the middle of Year 2 and the middle of Year 3. CONCLUSIONS: Initial reading-related experiences in school are associated with the development of reading self-concepts within the first two and a half years of schooling. This period may mark the time during which negative 'Matthew effects' develop for those who experience initial difficulties in learning to read.
Authors: Kimberley C Tsujimoto; Richard Boada; Stephanie Gottwald; Dina Hill; Lisa A Jacobson; Maureen Lovett; E Mark Mahone; Erik Willcutt; Maryanne Wolf; Joan Bosson-Heenan; Jeffrey R Gruen; Jan C Frijters Journal: Sci Stud Read Date: 2018-10-22
Authors: Margherita Malanchini; Zhe Wang; Ivan Voronin; Victoria J Schenker; Robert Plomin; Stephen A Petrill; Yulia Kovas Journal: Dev Psychol Date: 2017-04