Family history, self-perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills
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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 reading and spelling outcomes. Reading comprehension was explained by orthographic processing, non-verbal ability, children's attitudes toward reading and word identification. Thus, knowledge of family history and children's attitudes and perceptions toward reading provide important additional important information when evaluating reading skills among a normative sample of early adolescents.
Journal of Research in Reading
Copyright 2006 Blackwell Publishing. The definitive version is available at www.blackwell-synergy.com