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Predicting reading achievement from reading self-concept, leasure time reading, and gender

Poster
Authors Gordana Kerestes
Irma Brkovic
Erland Hjelmquist
Tomas Tjus
Published in 18th European Conference on Developmental Psychology. Utrecht, Netherlands: August 29 - September 1
Publication year 2017
Published at Department of Pedagogical, Curricular and Professional Studies
Department of Psychology
Language en
Links www.ecdp2017.nl/
Keywords self-perceived reading competence, reading attitudes, leasure time reading, reading achievement, gender, early schooling
Subject categories Psychology

Abstract

There is considerable research evidence showing that reading self-concept is an influential non-cognitive predictor of reading achievement. However, it is not clear whether different reading self-concept components are differently related to reading achievement. Also, not much is known about the processes through which reading self-concept influences reading achievement and factors that moderate this relationship. The aim of this study was to examine the contribution of two components of reading self-concept (reading attitudes and self-perceived reading competence) to variance in three reading achievement measures (word decoding speed, reading comprehension, and word spelling accuracy), and to test possible mediating role of leasure time reading and moderating role of child's gender in the relationship between reading self-concept and reading achievement. Participants were Croatian elementary school children in second and third grade (N = 724, 48.1% girls). Data were collected in the screening phase of a computerized training project aimed at improving literacy skills of poor readers. Results showed that self-perceived reading competence, but not reading attitudes, explained a significant proportion of variance in all reading achievement measures. Leasure time reading did not mediate any of the relationships between self-perceived reading competence and reading achievement. However, gender moderated the relationship between self-perceived reading competence and word decoding speed, as well as the relationship between self-perceived reading competence and word spelling accuracy. Both relationships were stronger among girls than among boys. Gender also independently, although weakly, predicted reading achievement, with girls scoring higher than boys on all reading achievement measures. These gender effects were partly mediated by self-perceived reading competence. Overall, the results support reading self-concept theories but also indicate that different reading self-concept components relate differently to reading achievement and that reading self-concept is more important for girls' than for boys' reading achievement.

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