Being proactive when reading: Academic personal initiative as a predictor of word comprehension development
- 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.
| Author details: | Greta J. Warner, Doris FayORCiDGND, Ulrich SchiefeleORCiDGND, Franziska Stutz, Anna Wollny |
|---|---|
| DOI: | https://doi.org/10.1016/j.lindif.2017.03.012 |
| ISSN: | 1041-6080 |
| ISSN: | 1873-3425 |
| Title of parent work (English): | Learning and individual differences |
| Publisher: | Elsevier |
| Place of publishing: | Amsterdam |
| Publication type: | Article |
| Language: | English |
| Year of first publication: | 2017 |
| Publication year: | 2017 |
| Release date: | 2020/04/20 |
| Tag: | Personal initiative; Processing speed; Reading development; Reading motivation; Word reading |
| Volume: | 55 |
| Number of pages: | 11 |
| First page: | 130 |
| Last Page: | 140 |
| Funding institution: | German Research Foundation [DFG] [1668/11] |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
| Peer review: | Referiert |
| Institution name at the time of the publication: | Humanwissenschaftliche Fakultät / Institut für Psychologie |
