Systemic Approach to the Development of Reading Literacy: Family Resources, School Grades, and Reading Motivation in Fourth-Grade Pupils

Frontiers in Psychology
Jiří MudrákLea Takács

Abstract

The successful early acquisition of reading literacy represents a crucial learning process determining the further course of academic development (Stanovich, 2009). During this process, interactions between children and their proximal social environment are of utmost importance. Therefore, we introduce a systemic framework for the development of learning potential (e.g., Mudrak et al., 2019a, b; Ziegler and Stoeger, 2017) and explore the interactions between the social and motivational processes associated with reading literacy development in school-age children. We base our analysis on a representative Czech sample of fourth-grade pupils involved in the Progress in International Reading Literacy study (PIRLS, Martin et al., 2017). On the basis of the systemic framework, we hypothesized hierarchical relationships among family socioeconomic status, related developmental resources (including parental support, expectations, and reading resources), children's reading motivation (including reading engagement and reading confidence), and manifested learning outcomes (including school grades and reading competence). We implemented three structural equation models to test the hypothesized relationships. The first model tested the direc...Continue Reading

References

Jan 6, 2000·Contemporary Educational Psychology·A Wigfield, J S Eccles
Nov 25, 2003·Psychological Science·Eric TurkheimerIrving I Gottesman
Jan 12, 2012·The American Psychologist·Richard E NisbettEric Turkheimer
Jan 21, 2015·Frontiers in Psychology·Mike W-L Cheung
Apr 24, 2018·Journal of Proteome Research·Johannes GrissJuan Antonio Vizcaíno

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