Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling

• Published in: Reading & writing Vol. 31; no. 6; pp. 1379 - 1399
• Main Authors: Walgermo, Bente Rigmor, Foldnes, Njål, Uppstad, Per Henning, Solheim, Oddny Judith
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.06.2018; Springer; Springer Nature B.V
• Subjects: Children; Correlation; Early literacy; Education; Elementary School Students; Emergent Literacy; Language and Literature; Linguistics; Literacy; Motivation; Neurology; Psycholinguistics; Reading ability; Reading acquisition; Reading comprehension; Reading instruction; Reading Motivation; Reading Skills; Self Concept; Self esteem; Social Sciences; Early reading skills; Cross-lagged modeling within first grade; Literacy interest; Reader self-concept
• ISSN: 0922-4777; 1573-0905
• DOI: 10.1007/s11145-018-9843-8

Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school. Cross-lagged analysis showed strong stability in reading skills and medium stability in literacy interest and reader self-concept over the first school year. We also found bidirectional relationships between reading skills and self-concept and between the motivational components of literacy interest and reader self-concept. In the final part of the article, we address the potential theoretical progress attainable through the use of cross-lagged designs in this field.