A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other-A Longitudinal Study Across Grades 1 and 9.
Tekijät: Minna Torppa, Pekka Niemi, Kati Vasalampi, Marja-Kristiina Lerkkanen, Asko Tolvanen, Anna-Maija Poikkeus
Kustantaja: The Society for Research in Child Development
Julkaisuvuosi: 2020
Journal: Child Development
Tietokannassa oleva lehden nimi: Child development
Lehden akronyymi: Child Dev
Vuosikerta: 91
Aloitussivu: 876
Lopetussivu: 900
ISSN: 0009-3920
eISSN: 1467-8624
DOI: https://doi.org/10.1111/cdev.13241
Rinnakkaistallenteen osoite: https://jyx.jyu.fi/bitstream/123456789/68293/1/torppa%20niemi%20et%20al%202019.pdf
Tiivistelmä
This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1-3 poorer comprehension and fluency predicted less leisure reading. In later grades more frequent leisure reading, particularly of books, predicted better reading comprehension. Negative associations were found between digital reading and reading skills. The findings specify earlier findings of correlations between individuals by showing that reading comprehension improvement, in particular, is predicted by within-individual increases in book reading.
This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1-3 poorer comprehension and fluency predicted less leisure reading. In later grades more frequent leisure reading, particularly of books, predicted better reading comprehension. Negative associations were found between digital reading and reading skills. The findings specify earlier findings of correlations between individuals by showing that reading comprehension improvement, in particular, is predicted by within-individual increases in book reading.
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