Family history, self-perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills
Family history, self-perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills
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DOI：
10.1111/j.1467-9817.2006.00290.x
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发表时间：
2006-02-01
影响因子：
2.7
通讯作者：
Tucker, M
中科院分区：
文献类型：
--
作者：
Conlon, EG;Zimmer-Gembeck, MJ;Tucker, M
本研究评估了一个早期青少年(N=174)的阅读技能模型。测量的内容包括家族史、成就、认知过程和自我能力感知。家族史与儿童的单字阅读能力、拼写能力、阅读理解能力、拼写加工能力和感知阅读能力之间存在显著的相关关系。虽然阅读能力差的儿童来自有阅读困难历史的家庭的可能性是其他家庭的五倍，但这一衡量标准没有考虑到在计入其他变量后阅读成绩的额外差异。语音、拼写、快速排序和儿童感知的阅读能力对阅读和拼写结果有显著的独立贡献。阅读理解通过正字法加工、非言语能力、儿童阅读态度和单词识别来解释。因此，家庭历史和儿童对阅读的态度和看法的知识在评估早期青少年的标准样本中的阅读技能时提供了重要的补充信息。
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 towards reading and spelling outcomes. Reading comprehension was explained by orthographic processing, nonverbal ability, children's attitudes towards reading and word identification. Thus, knowledge of family history and children's attitudes and perceptions towards reading provides important additional information when evaluating reading skills among a normative sample of early adolescents.