Reading Self-Concept and Reading Comprehension: The Possible Effect of the Transition from Transparent to Deep Orthography. Issue 3 (19th May 2022)

• Record Type: Journal Article
• Authors: Kasperski, Ronen; Vaknin-Nusbaum, Vered
• Is Part Of: Reading psychology. Volume 43:Issue 3/4(2022)
• Page Start: 232
• Page End: 249
• Publication Date: 2022-05-19
• Subjects: Reading, Psychology of -- Periodicals; 418.4
• DOI: 10.1080/02702711.2022.2094038
• Languages: English
• ISSNs: 0270-2711

Abstract

ABSTRACT: The contribution of reading self-concept (RSC) to reading comprehension in Hebrew elementary school students was examined with respect to grade level (second, fifth, and sixth graders) and students' level of reading comprehension (poor, average, and good). RSC questionnaire and reading measures were delivered to 49 second graders and 48 fifth and sixth grade students. Results showed correlations between RSC, language and reading measures. Young readers showed higher RSC than older students and poor comprehenders showed lower RSC than average and good comprehenders. Overall, RSC accounted for variance in reading comprehension after controlling for language and word-level reading measures. The results suggest that the transition from transparent to deep orthography may also affect RSC and cause a decline in the later stages of reading acquisition.