Young Minority Home-Language Students' Biased Reading Self-Concept and Its Consequences for Reading Development

Autor/inn/en	Segerer, Robin; Niklas, Frank; Suggate, Sebastian; Schneider, Wolfgang
Titel	Young Minority Home-Language Students' Biased Reading Self-Concept and Its Consequences for Reading Development
Quelle	In: Reading Research Quarterly, 56 (2021) 1, S.71-94 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.300
Schlagwörter	Elementary School Students; Language Minorities; Native Language; Language Usage; Family Environment; Bilingual Students; Self Concept; Reading Achievement; Foreign Countries; German; Turkish; Predictor Variables; Germany + Suchen Sie Ihr Suchwort? Sprachminderheit; Sprachgebrauch; Familienmilieu; Selbstkonzept; Leseleistung; Ausland; Deutscher; Türkisch; Prädiktor; Deutschland
Abstract	Young students who speak a different language at home than that spoken in school (i.e., a minority home-language) appear to exhibit a biased reading self-concept. Importantly, this biased reading self-concept may correspond with altered causal pathways between reading self-concept and achievement in minority home-language students. To test this idea, the authors examined cross-lagged links between reading self-concept and reading achievement in a large multiple-group longitudinal study in Germany. Students with German (n = 885), Turkish (n = 193), or another (n = 550) home language were tested yearly in grades 1-4 on measures of reading and reading self-concept. Despite showing lower reading achievement, students speaking a minority home language exhibited a higher reading self-concept. Cross-lagged paths revealed reciprocal effects between reading achievement and reading self-concept from grade 1 to grade 2, particularly for students with German as a home language. Minority home-language students showed significantly lower effects of reading achievement on their subsequent reading self-concept from grade 1 to grade 2. From grade 2 onward, reading achievement predicted reading self-concept, but not vice versa. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01