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Family history, self‐perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills
Author(s) -
Conlon Elizabeth G.,
ZimmerGembeck Melanie J.,
Creed Peter A.,
Tucker Melinda
Publication year - 2006
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.2006.00290.x
Subject(s) - psychology , spelling , competence (human resources) , reading (process) , developmental psychology , cognition , reading comprehension , normative , perception , cognitive skill , social psychology , linguistics , philosophy , epistemology , neuroscience
This study evaluated a model of reading skills among early adolescents ( N =174). 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.