Developmental Dynamics of Early Reading Skill, Literacy Interest and Reader Self-Concept Within the First Year of Formal Schooling
Journal article, Peer reviewed
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Original versionReading and Writing, 2018, 31(6), 1379-1399 10.1007/s11145-018-9843-8
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.
This is an Open Access article available from Springer