The role of reading self-concept and home literacy practices in fourth grade reading comprehension

被引:0
|
作者
Tami Katzir
Nonie K. Lesaux
Young-Suk Kim
机构
[1] Harvard University,Graduate School of Education
来源
Reading and Writing | 2009年 / 22卷
关键词
Home literacy environment; Reading comprehension; Reading self-concept;
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学科分类号
摘要
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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页码:261 / 276
页数:15
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