How Are Practice and Performance Related? Development of Reading From Age 5 to 15
van Bergen, E., Vasalampi, K., & Torppa, M. (2021). How Are Practice and Performance Related? Development of Reading From Age 5 to 15. Reading Research Quarterly, 56(3), 415-434. https://doi.org/10.1002/rrq.309
Published inReading Research Quarterly
© 2020 The Authors
Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and comprehend texts. This is the first study to examine the codevelopment of print exposure with both fluency and comprehension throughout childhood using autocorrelations. Print exposure was operationalized as children’s amount of independent reading for pleasure. Two hundred children were followed from age 5 to age 15. Print exposure was assessed at ages 5, 7, 8, 9, and 13. Prereading skills were tested at age 5 and reading skills at ages 7, 8, 9, 14, and 15 (the latter with the Programme for International Student Assessment [PISA]). Before children learned to read (i.e., age 5), prereading skills and print exposure were not linked. Path analyses showed that children’s print exposure and reading skills reciprocally influence each other. During the early school years, the effects run from reading fluency to comprehension and print exposure, so from skills to amount. The effect of accumulated practice only emerged in adolescence. Reading fluency, comprehension, and print exposure were all important predictors of age 15 PISA reading comprehension. These findings were largely confirmed by post hoc models with random intercepts. Because foundational reading skills predicted changes in later reading comprehension and print exposure, the authors speculate that intervening decoding difficulties may positively impact exposure to and comprehension of texts. How much children read seems to matter most after the shift from learning to read to reading to learn. ...
PublisherJohn Wiley & Sons
decoding comprehension motivation/engagement fluency developmental theories attitudes children’s literature emergent literacy longitudinal analysis path analysis sitoutuminen luetun ymmärtäminen lukeminen pitkittäistutkimus sujuvuus motivaatio lapset (ikäryhmät) lukuharrastus asenteet lastenkirjallisuus lukutaito
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Related funder(s)Academy of Finland
Funding program(s)Research post as Academy Research Fellow, AoF; Academy Project, AoF
Additional information about fundingVan Bergen’s work was supported by a Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO) Rubicon Fellowship (grant 446-12-005), a NWO Veni Fellow ship (grant 451-15-017), and a NWO Gravitation–funded Con sortium on Individual Development grant (024.001.003). Vasalampi’s work was supported by Academy of Finland grants (299506 and 323773). Torppa’s work was supported by an Academy of Finland Research Fellowship (grant 2762392). ...
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