Literaturnachweis - Detailanzeige
Autor/inn/en | Viljaranta, Jaana; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Silinskas, Gintautas; Poikkeus, Anna-Maija; Nurmi, Jari-Erik |
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Titel | Patterns of Word Reading Skill, Interest and Self-Concept of Ability |
Quelle | In: Educational Psychology, 37 (2017) 6, S.712-732 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-3410 |
DOI | 10.1080/01443410.2016.1165798 |
Schlagwörter | Foreign Countries; Reading Skills; Self Concept; Reading Ability; Finno Ugric Languages; Elementary School Students; Kindergarten; Gender Differences; Risk; Reading Difficulties; Mothers; Educational Background; Family Environment; Literacy; Group Membership; Prediction; Correlation; Skill Development; Attitude Change; Reading Interests; Questionnaires; Self Concept Measures; Alphabets; Phonological Awareness; Phonemes; Statistical Analysis; Grade 1; Grade 2; Finland Ausland; Reading skill; Lesefertigkeit; Selbstkonzept; Reading competence; Lesekompetenz; Geschlechterkonflikt; Risiko; Reading difficulty; Leseschwierigkeit; Mother; Mutter; Vorbildung; Familienmilieu; Alphabetisierung; Schreib- und Lesefähigkeit; Gruppenzugehörigkeit; Vorhersage; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Attitudinal change; Einstellungsänderung; Leseinteresse; Fragebogen; Buchstabenschrift; Fonem; Statistische Analyse; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Finnland |
Abstract | The majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children's word reading skill, self-concept of ability and interest from kindergarten to Grade 2. Six groups of children were identified by using the I-states as objects analysis (ISOA) procedure: (a) low skills, negative self-concept but high interest; (b) high skills but low interest; (c) average; (d) high skills, positive self-concept and high interest; (e) low skills, negative self-concept and low interest; and (f) positive self-concept but low interest. The typically occurring transitions between groups were characterised by changes in either reading-related interest or simultaneously in self-concept and skills. Gender, risk for reading difficulties (RD), being an early reader, mother's level of education and home literacy environment predicted group membership in kindergarten, and gender, RD risk, being an early reader, and mother's level of education also predicted transitions between groups. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |