Reading Self-Concept and Reading Comprehension: The Possible Effect of the Transition from Transparent to Deep Orthography

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2022-05-19 DOI:10.1080/02702711.2022.2094038

Ronen Kasperski, Vered Vaknin‐Nusbaum

引用次数: 0

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.

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阅读自我概念与阅读理解:透明正字法向深层正字法过渡的可能影响

阅读自我概念(RSC)对希伯来语小学学生阅读理解的贡献是通过年级水平(二年级、五年级和六年级)和学生的阅读理解水平(差、一般和良好)来检验的。对49名二年级学生和48名五、六年级学生发放了RSC问卷和阅读量表。结果显示RSC、语言和阅读测量之间存在相关性。年轻读者的RSC高于年龄较大的学生，而理解能力差的学生的RSC低于平均水平和良好的理解能力。总体而言，在控制了语言和单词水平阅读测量后，RSC解释了阅读理解的差异。结果表明，从透明正字法到深度正字法的转变也可能影响RSC，并导致阅读习得后期阶段的下降。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.