Journal Article

Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling

Walgermo, Bente Rigmor, Per Henning Uppstad, Foldnes, Njål, Solheim, Oddny Judith

2018

Overview

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.

• Publisher: Springer Nature B.V
• Subject: Addition / Beliefs / Bidirectionality / Child Development / Children / Data Analysis / Early literacy / Early Reading / Emergent Literacy / First year / Gender Differences / Grade 1 / Language Skills / Learning Motivation / Literacy / Longitudinal Studies / Motivation / Reading ability / Reading acquisition / Reading comprehension / Reading Instruction / Reading Motivation / Reading Skills / Self Concept / Self Efficacy / Self esteem / Skill Development / Skills / Student Motivation / Teaching / Time / Young Children