dc.contributor.author | Walgermo, Bente R. | |
dc.contributor.author | Foldnes, Njål | |
dc.contributor.author | Uppstad, Per Henning | |
dc.contributor.author | Solheim, Oddny Judith | |
dc.date.accessioned | 2018-05-25T11:51:06Z | |
dc.date.available | 2018-05-25T11:51:06Z | |
dc.date.created | 2018-04-13T08:26:47Z | |
dc.date.issued | 2018-04 | |
dc.identifier.citation | Walgermo, B.R. et al. (2018) Developmental Dynamics of Early Reading Skill, Literacy Interest and Reader Self-Concept Within the First Year of Formal Schooling. Reading and Writing, 31(6), pp. 1379-1399 | nb_NO |
dc.identifier.issn | 0922-4777 | |
dc.identifier.uri | http://hdl.handle.net/11250/2499286 | |
dc.description.abstract | 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. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | Springer Verlag | nb_NO |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | literacy | nb_NO |
dc.subject | lesevitenskap | nb_NO |
dc.subject | utdanningsvitenskap | nb_NO |
dc.subject | lesekunnskaper | nb_NO |
dc.subject | early reading skills | nb_NO |
dc.subject | cross-lagged modeling within first grade | nb_NO |
dc.title | Developmental Dynamics of Early Reading Skill, Literacy Interest and Reader Self-Concept Within the First Year of Formal Schooling | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.description.version | publishedVersion | nb_NO |
dc.rights.holder | Copyright the authors. | nb_NO |
dc.subject.nsi | VDP::Social science: 200::Education: 280::General education: 281 | nb_NO |
dc.source.pagenumber | 1379-1399 | nb_NO |
dc.source.volume | 31 | nb_NO |
dc.source.journal | Reading and writing | nb_NO |
dc.source.issue | 6 | nb_NO |
dc.identifier.doi | 10.1007/s11145-018-9843-8 | |
dc.identifier.cristin | 1579094 | |
dc.relation.project | Norges forskningsråd: 237861 | nb_NO |
cristin.unitcode | 217,6,6,0 | |
cristin.unitname | Nasjonalt senter for leseopplæring og leseforsking | |
cristin.ispublished | false | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |