TY  - JOUR
A1  - Warner, Greta J.
A1  - Fay, Doris
A1  - Schiefele, Ulrich
A1  - Stutz, Franziska
A1  - Wollny, Anna
T1  - Being proactive when reading: Academic personal initiative as a predictor of word comprehension development
JF  - Learning and individual differences
N2  - Academic personal initiative (API) has rarely been studied with regard to literacy development. The purpose of this longitudinal study was therefore to examine the unique effects of API on the development of word comprehension as an indicator of word reading. To this end, the effects of previous word comprehension, intrinsic reading motivation, and basic cognitive ability (i.e., processing speed) were controlled for. A total of 1,515 German students participated in a longitudinal assessment starting in Grades 1 to 3, with a second point of measurement nine months later. Latent change score analyses revealed positive associations between API and gains in word comprehension, both in the total sample and at all grade levels. These relations were robust against the effects of previous word comprehension and intrinsic reading motivation. The findings suggest that children play an active role in their own reading development. (C) 2017 Elsevier Inc. All rights reserved.
KW  - Personal initiative
KW  - Reading motivation
KW  - Processing speed
KW  - Word reading
KW  - Reading development
Y1  - 2017
U6  - https://doi.org/10.1016/j.lindif.2017.03.012
SN  - 1041-6080
SN  - 1873-3425
VL  - 55
SP  - 130
EP  - 140
PB  - Elsevier
CY  - Amsterdam
ER  -