Family History, Self-Perceptions, Attitudes and Cognitive Abilities Are Associated with Early Adolescent Reading Skills.

By E. Conlon, M. Zimmer‐Gembeck, Peter A. Creed, Melinda Tucker. 2006

117 citations recorded by the source corpus.

This study evaluated a model of reading skills among early adolescents (N 5174). Measures of family history, achievement, cognitive processes and self-perceptions of abilities were obtained. Significant relationships were found between family history and children’s single-word reading skills, spelling, reading comprehension, orthographic processing and children’s perceived reading competence. While children with poor reading skills were five times more likely to come from a family with a history of reading difficulties, this measure did not account for additional variance in reading performance after other variables were included. Phonological, orthographic, rapid sequencing and children’s perceived reading competence made significant independent contributions towards reading and spelling outcomes. Reading comprehension was explained by orthographic processing, nonverbal ability, children’s attitudes towards reading and word identification. Thus, knowledge of family history and children’s attitudes and perceptions towards reading provides important additional information when evaluating reading skills among a normative sample of early adolescents.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/cc3c5ed625adf5db3df31dd5ed99e764f7669e0f

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In Developmental and Educational Psychology

In Education

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Citations in the corpus

The Role of Parents in Adolescents’ Reading Motivation and Activity (2009, background): “In two of these studies, the authors themselves did not theoretically or empirically distinguish between parent behaviors and beliefs; rather, examination of the measures that they used revealed that the items they used to measure “parent reading habits” (O’Rourke 1979) and “parent reading history” ”
The role of reading self-concept and home literacy practices in fourth grade reading comprehension (2009, result): “Further, these findings lend support for Guthrie and Wigfield’s (1999) model of text comprehension that recognizes the importance of both cognitive and motivational processes in reading, and specifically build upon the findings previous studies that have investigated the relationship between motivat”
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “There is growing evidence that motivation accounts for unique variance in predicting reading performance, beyond what has been explained by academic and cognitive skills (Conlon et al., 2006; Katzir et al., 2009; Retelsdorf et al., 2011; Taboada et al., 2009; Wang & Guthrie 2004).”