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Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement.
Development of reading self-concept in young children was examined in 4 experiments. Experiment 1 revealed a negative item response phenomenon similar to that reported by H. W. Marsh (1986), who… Expand
Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development
Elementary and middle school children were given a large battery of tests evaluating reading subskills and reading-related cognitive abilities. These measures were used to define latent representing… Expand
Phonological Processing Skills and the Reading Recovery Program.
The aim of this study was to determine whether the Reading Recovery program would be more effective if systematic instruction in phonological recoding skills were incorporated into the program.… Expand
The Simple View of Reading Redux
This study investigated the hypothesis that the contributions of oral language comprehension (C) and word recognition (D) to reading comprehension (R) in the simple view of reading (SVR) are not… Expand
A longitudinal study of beginning reading achievement and reading self-concept.
- J. Chapman, W. Tunmer
- Medicine, Psychology
- The British journal of educational psychology
- 1 September 1997
BACKGROUND Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to… Expand
Metalinguistic Abilities and Beginning Reading.
READING DIFFICULTIES, READING-RELATED SELF-PERCEPTIONS, AND STRATEGIES FOR OVERCOMING NEGATIVE SELF-BELIEFS
In this article, we review a number of studies on thedevelopmentofachievement-related self-system factors in relation to young children's reading acquisition. Reading self-concept, academic… Expand
Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms
The aim of this study was to determine whether explicit instruction in phonemic awareness and phonemically based decoding skills would be an effective intervention strategy for children with early… Expand
Does Set for Variability Mediate the Influence of Vocabulary Knowledge on the Development of Word Recognition Skills?
This study investigated the hypothesis that vocabulary influences word recognition skills indirectly through set for variability, the ability to determine the correct pronunciation of approximations to spoken English words. Expand
In 2007, the New Zealand Ministry of Education formally recognized the condition of dyslexia for the first time and has subsequently developed a working definition of the condition. The aim of this… Expand