Patterns of word reading skill, interest and self-concept of ability

Abstract

The majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children’s word reading skill, self-concept of ability and interest from kindergarten to Grade 2. Six groups of children were identified by using the I-states as objects analysis (ISOA) procedure: (a) low skills, negative self-concept but high interest; (b) high skills but low interest; (c) average; (d) high skills, positive self-concept and high interest; (e) low skills, negative self-concept and low interest; and (f) positive self-concept but low interest. The typically occurring transitions between groups were characterised by changes in either reading-related interest or simultaneously in self-concept and skills. Gender, risk for reading difficulties (RD), being an early reader, mother’s level of education and home literacy environment predicted group membership in kindergarten, and gender, RD risk, being an early reader, and mother’s level of education also predicted transitions between groups.

Keywords:

• Reading
• interest
• self-concept
• patterns
• dynamics of pattern change

Funding

This work was funded by a personal grant from the Finnish Cultural Foundation for Jaana Viljaranta, and by grants from the Academy of Finland to the Finnish Centre of Excellence in Learning and Motivation Research (Nr. 213486), for Jaana Viljaranta [grant number 265817], Kaisa Aunola [grant number 7119742], Noona Kiuru [grant number 7133146], Marja-Kristiina Lerkkanen [grant number 125811].