The role of reading self-concept and home literacy practices in fourth grade reading comprehension
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- 作者：Tami Katzir ; Nonie K. Lesaux and Young-Suk Kim
- 关键词：Home literacy environment ; Reading comprehension ; Reading self ; concept
- 刊名：Reading and Writing
- 出版时间：March, 2009
- 出版年：2009
- 期刊代码：37_09224777
- 类别：soc
- 卷：22
- 期：3
- 页码：261-276
- 数据来源：sp
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.