The role of reading self-concept and home literacy practices in fourth grade reading comprehension |
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Authors: | Tami Katzir Nonie K Lesaux Young-Suk Kim |
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Institution: | (1) Graduate School of Education, Harvard University, 14 Appian Way, 319 Larsen Hall, Cambridge, MA 02138, USA |
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Abstract: | This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE)
in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and
verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey
that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading).
Information on child and family literacy practices was collected via a questionnaire administered to parents of participating
children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales
were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects
of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and
family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond
the primary grades.
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Keywords: | Home literacy environment Reading comprehension Reading self-concept |
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