An integrative study of multiple correlates of reading: family history, self-perceptions, attitudes, cognition, and rapid processing
MetadataShow full item record
A model of reading skills among early adolescents was evaluated. Participants were Grade 7 students (N = 174) and their parents. Multiple measures of reading achievement, ability, rapid visual processing and perceptions of competence and attitudes toward reading were obtained. Parent reports concerned family reading histories and current reading practices. Significant relationships were found between parent reading history and children's single word reading skills, spelling, reading comprehension, orthographic processing skills, and perceptions of reading competence. No significant relationships were found between parent reading history and children's phonological, rapid visual processing or non-verbal ability. While children with poor reading skills were significantly 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 accounting for other variables. Phonological, orthographic, rapid visual sequencing and children's perceptions of their reading competence made significant independent contributions to single word reading and spelling outcomes. Orthographic processing, non-verbal ability, children's attitudes toward reading, and word identification skills made significant independent contributions to the explanation of reading comprehension. Family reading history provides an important indicator of the likelihood of reading difficulties, but objective measures of actual processing skills, are the best indicator of a current reading difficulty. All measures are important to consider in any evaluation of early adolescents' reading skills.
The abstracts of the 15th Australian Language and Speech Conference