Early recollections of learning to read: Implications for prevention and intervention of reading difficulties

Abstract

Early recollections reflect individuals’ current perceptions of life's demands, including learning to read. This exploratory study compared early reading recollections of 32 proficient and 30 remedial adult readers. Significant differences regarding their perceptions that would be important for prevention and intervention of reading difficulties were identified. These differences were found for age, setting, most important person, locus of control, and overall affective tone. The remedial readers perceived themselves as learning to read at an older age, in school, under a teacher's guidance. They showed a lack of control over their reading development which, for them, was a negative experience. The proficient readers remembered learning to read at a younger age, at home, under a parent's guidance. They displayed internal control over their reading development which they perceived positively. Discussion and interpretation of these findings are presented along with instructional implications and recommendations for further research.

Notes

Barbara Brunhuber gratefully acknowledges support for this research from the Canadian Federation of University Women Alice Wilson Award.