Reading Begets Reading? Disentangling the Dynamic Interplay Between Reading Competence and Reading Exposure with a Special Focus on Gender Differences

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Felix Bittmann
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引用次数: 0

Abstract

Do children with better reading competence read more, or do avid readers increase their reading competence? This highly relevant question has been discussed for many years, yet conclusive results are rare. Previous studies suffer from small sample sizes or omitted variable bias, rendering their findings questionable. We provide new insight using large‐scale German panel data (N > 5100). By surveying secondary school students (initial age = 11.1 years, SD = .50 years) in grades 5, 7, and 9, we can trace their reading competence and exposure over time. We estimate random intercept cross‐lagged panel models (RI‐CLPMs) to analyze time‐dependent within‐student changes and dynamic feedback loops. We include relevant control variables to account for potential confounding and conduct robustness checks using a classical CLPM. Our findings show no evidence that reading more results in better reading competence. However, higher reading competence may lead to increased reading exposure. Testing for gender differences reveals that these conclusions hold for both boys and girls and that no interactions with gender are detectable, despite girls tending to read more and having a higher reading competence on average.
阅读带来阅读?厘清阅读能力与阅读接触之间的动态相互作用,特别关注性别差异
是阅读能力强的孩子阅读量更大,还是热衷阅读的孩子阅读能力更强?这个与我们息息相关的问题已经讨论了很多年,但却鲜有定论。以往的研究存在样本量小或遗漏变量偏差等问题,导致研究结果值得商榷。我们利用德国大规模面板数据(5100 人)提供了新的见解。通过对五年级、七年级和九年级的中学生(初始年龄 = 11.1 岁,SD = 0.50 岁)进行调查,我们可以追溯他们的阅读能力和接触阅读的时间。我们估计了随机截距交叉滞后面板模型(RI-CLPMs),以分析随时间变化的学生内部变化和动态反馈回路。我们加入了相关控制变量以考虑潜在的混杂因素,并使用经典的 CLPM 进行稳健性检验。我们的研究结果表明,没有证据表明阅读量越大,阅读能力就越强。然而,阅读能力的提高可能会导致阅读量的增加。对性别差异的测试表明,这些结论对男孩和女孩都适用,而且尽管女孩倾向于阅读更多的文章,平均阅读能力更高,但没有发现与性别的交互作用。
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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