Keywords
reading engagement, motivation, behavior problems, self-concept, locus of control
Disciplines
Education | Mathematics
Abstract
Theoretical models of learning highlight the role of engagement. The current investigation assessed the role of self-concept, locus of control, internalizing and externalizing behavior problems, and self-perceived interest and competence in reading in reading achievement. Using data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K), longitudinal (third grade) predictors of eighth grade reading achievement and motivation, and concurrent predictors of eighth grade reading achievement were analyzed. Regression modeling revealed that self-perceived interest and competence in reading, behavior problems, self-concept, and locus of control were weak predictors of reading achievement, both longitudinally and concurrently. Socioeconomic status and third grade reading achievement were the strongest predictors of eighth grade reading achievement. These findings highlight the importance of early intervention for reading deficits, especially for children of low socioeconomic status.
Original Citation
Karasinski, C., & Anderson, K. (2017). Third grade and concurrent predictors of engagement and achievement in reading in eighth grade. Speech, Language and Hearing, 20(4), 212–222. https://doi.org/10.1080/2050571X.2017.1290739
ScholarWorks Citation
Karasinski, Courtney and Anderson, Kirk, "Third Grade and Concurrent Predictors of Engagement and Achievement in Reading" (2017). Funded Articles. 81.
https://scholarworks.gvsu.edu/oapsf_articles/81
