Mothers' Causal Attributions Concerning the Reading Achievement of Their Children with and without Familial Risk for Dyslexia

Autor/inn/en	Natale, Katja; Aunola, Kaisa; Nurmi, Jari-Erik; Poikkeus, Anna-Maija; Lyytinen, Paula; Lyytinen, Heikki
Titel	Mothers' Causal Attributions Concerning the Reading Achievement of Their Children with and without Familial Risk for Dyslexia
Quelle	In: Journal of Learning Disabilities, 41 (2008) 3, S.274-285 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219408316094
Schlagwörter	Control Groups; Attribution Theory; Mothers; Dyslexia; Reading Achievement; Reading Skills; Grade 1; High Risk Students; Longitudinal Studies; Foreign Countries; Verbal Ability; Intelligence; Measures (Individuals); Finland + Suchen Sie Ihr Suchwort? Mother; Mutter; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Leseleistung; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Problemschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Mündliche Leistung; Intelligenz; Klugheit; Messdaten; Finnland
Abstract	The present study analyzed data from the Jyvaskyla Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school year. Children's verbal intelligence was assessed at 5 years and their word and nonword reading skills at 6.5 years. The results showed that the higher the word reading skills the children had, the more their mothers attributed their success to ability than to effort. However, if children had familial risk for dyslexia, their mothers' attribution of success to ability decreased during the first grade as compared with the ability attributions of mothers whose children were in the control group. (Contains 4 tables, 2 figures and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10