Patterns of Word Reading Skill, Interest and Self-Concept of Ability

Autor/inn/en	Viljaranta, Jaana; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Silinskas, Gintautas; Poikkeus, Anna-Maija; Nurmi, Jari-Erik
Titel	Patterns of Word Reading Skill, Interest and Self-Concept of Ability
Quelle	In: Educational Psychology, 37 (2017) 6, S.712-732 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2016.1165798
Schlagwörter	Foreign Countries; Reading Skills; Self Concept; Reading Ability; Finno Ugric Languages; Elementary School Students; Kindergarten; Gender Differences; Risk; Reading Difficulties; Mothers; Educational Background; Family Environment; Literacy; Group Membership; Prediction; Correlation; Skill Development; Attitude Change; Reading Interests; Questionnaires; Self Concept Measures; Alphabets; Phonological Awareness; Phonemes; Statistical Analysis; Grade 1; Grade 2; Finland + Suchen Sie Ihr Suchwort? Ausland; Reading skill; Lesefertigkeit; Selbstkonzept; Reading competence; Lesekompetenz; Geschlechterkonflikt; Risiko; Reading difficulty; Leseschwierigkeit; Mother; Mutter; Vorbildung; Familienmilieu; Alphabetisierung; Schreib- und Lesefähigkeit; Gruppenzugehörigkeit; Vorhersage; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Attitudinal change; Einstellungsänderung; Leseinteresse; Fragebogen; Buchstabenschrift; Fonem; Statistische Analyse; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Finnland
Abstract	The majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children's word reading skill, self-concept of ability and interest from kindergarten to Grade 2. Six groups of children were identified by using the I-states as objects analysis (ISOA) procedure: (a) low skills, negative self-concept but high interest; (b) high skills but low interest; (c) average; (d) high skills, positive self-concept and high interest; (e) low skills, negative self-concept and low interest; and (f) positive self-concept but low interest. The typically occurring transitions between groups were characterised by changes in either reading-related interest or simultaneously in self-concept and skills. Gender, risk for reading difficulties (RD), being an early reader, mother's level of education and home literacy environment predicted group membership in kindergarten, and gender, RD risk, being an early reader, and mother's level of education also predicted transitions between groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01