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dc.contributor.convenorAssociate Professor Linda Cupples
dc.contributor.authorConlon, E
dc.contributor.authorZimmer-Gembeck, M
dc.contributor.authorCreed, P
dc.date.accessioned2017-05-03T12:42:28Z
dc.date.available2017-05-03T12:42:28Z
dc.date.issued2006
dc.date.modified2007-09-06
dc.identifier.issn0004-9530
dc.identifier.urihttp://hdl.handle.net/10072/14747
dc.description.abstractA 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.
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Psychological Society Limited
dc.publisher.placeMelbourne
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencename15th Australian Language and Speech Conference
dc.relation.ispartofconferencetitleAUSTRALIAN JOURNAL OF PSYCHOLOGY
dc.relation.ispartofdatefrom2005-12-15
dc.relation.ispartofdateto2005-12-16
dc.relation.ispartoflocationMacquarie Univerisy Sydney
dc.relation.ispartofpagefrom4
dc.relation.ispartofpagefrom2 pages
dc.relation.ispartofpageto5
dc.relation.ispartofpageto2 pages
dc.relation.ispartofvolume58
dc.rights.retentionY
dc.subject.fieldofresearchCognitive and computational psychology
dc.subject.fieldofresearchcode5204
dc.titleAn integrative study of multiple correlates of reading: family history, self-perceptions, attitudes, cognition, and rapid processing
dc.typeConference output
dc.type.descriptionE3 - Conferences (Extract Paper)
dc.type.codeE - Conference Publications
gro.facultyGriffith Health, School of Applied Psychology
gro.date.issued2006
gro.hasfulltextNo Full Text
gro.griffith.authorConlon, Elizabeth G.
gro.griffith.authorCreed, Peter A.
gro.griffith.authorZimmer-Gembeck, Melanie


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    Contains papers delivered by Griffith authors at national and international conferences.

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