Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade

Kikas, Eve; Pakarinen, Eija; Soodla, Piret; Peets, Kätlin; Lerkkanen, Marja‐Kristiina

doi:10.1080/00313831.2017.1307272

Cited by 27 publications

(27 citation statements)

References 62 publications

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“…Around 70% of children who were poor readers at Grade 1, continue to be poor readers at Grade 8 (Landerl & Wimmer, 2008). Teacher education programs should thus incorporate discussions on different teaching methods proven to improve reading (Kikas et al, 2017). This study is important as it can point the researchers and practitioners to the strategies that can be used to enhance academic achievements in reading.…”

Section: Discussionmentioning

confidence: 99%

Predictors of Reading Fluency in Second and Third Grade Students: Results from Bosnia and Herzegovina

Memišević

Herzegovina²,

Biščević³

et al. 2019

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Learning to read is one of the most important academic accomplishments in the early grades of elementary school. Knowing what factors contribute to reading ability would improve instructional practices. The goal of the present study was to examine the effects of semantic fluency, phonological fluency, rapid naming, inhibitory control, selective attention, and visual motor integration on reading fluency in 140 second and third grade students. The results of this study indica ted that significant predictors of reading fluency were: selective attention, semantic fluency, inhibitory control, and rapid naming. However, the association between predictor variables and reading fluency was moderated by the students' grade. The article concludes with some suggestions on how to improve reading fluency in elementary school children, given that all predictors are susceptible to instruction.

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Section: Discussionmentioning

confidence: 99%

Predictors of Reading Fluency in Second and Third Grade Students: Results from Bosnia and Herzegovina

Memišević

Herzegovina²,

Biščević³

et al. 2019

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“…In contrast, Kirby et al (2011) showed only a weak and inconsistent effect of reading interest on reading skills in Grades 1-3 children after controlling for general cognitive ability, phonological awareness, and naming speed. Kikas et al (2017) also found that reading interest at the beginning of Grade 1 was not associated with reading fluency at the end of Grade 1.…”

Section: Motivation and Reading Developmentmentioning

confidence: 82%

“…The link between children's reading interest and their reading performance has also been examined in a number of studies (e.g., Carroll et al 2019;Frijters et al 2000;Kikas et al 2017;Kirby et al 2011). Arguably, if children are interested in reading, they read more often and therefore have more opportunities to improve their reading skills than children who prefer not to read.…”

Section: Motivation and Reading Developmentmentioning

confidence: 99%

Cultural influences on the relationship between self-concept, interest, task-focused behavior, and reading skills

Inoue

Georgiou

Maekawa³

et al. 2021

J Cult Cogn Sci

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We examined the relations between reading self-concept, reading interest, task-focused behavior, and reading skills, and whether culture moderates their relations in a longitudinal study across Western (Canadian) and East Asian (Japanese) cultural contexts. Three hundred six children were assessed on reading self-concept and reading interest at the beginning of Grade 2, and on reading skills at the beginning and end of Grade 2. Teachers rated the children's task-focused behavior at the beginning of Grade 2. Results showed that whereas task-focused behavior was uniquely associated with reading skills in both samples, the association between reading selfconcept and reading skills was stronger in the Canadian sample than in the Japanese sample. Moreover, reading self-concept had an indirect effect on later reading skills via the effects of task-focused behavior and reading skills only in the Canadian sample. These findings suggest that while it is likely that there is a positive association between motivation and reading skills, the developmental dynamics between them may not be the same across the two cultures.

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“…Another study which focused on teachers' teaching strategies indicated that during the first three grades, teachers prefer to use active learning for promoting students' text comprehension skills (Käsper et al, 2020). In grade 1, teachers prefer strategies that give students opportunities to choose what they would like to read (Kikas et al, 2018). This can be effective when students have already acquired decoding fluency and lower-level comprehension skills.…”

Section: Estonian Practice Of Teaching Reading In Primary Schoolmentioning

confidence: 99%

“…Nevertheless, prior research has demonstrated the controversial effects of teaching strategies on students' proficiency in text comprehension (Saxton, 2010;Tang et al, 2017), vocabulary acquisition (Fahrurrozi, 2017) and reading interest (Guthrie et al, 2007;Wigfield et al, 2016). More precisely, cross-sectional studies have investigated the confluence of these variables and mainly indicated short-term effects (Kikas et al, 2018;Käsper et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The effects of teaching strategies on primary school students’ reading outcomes and interest in reading

Käsper¹,

Uibu²,

Mikk³

2020

L1 Educational Studies in Language and Literature

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Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade

Cited by 27 publications

References 62 publications

Predictors of Reading Fluency in Second and Third Grade Students: Results from Bosnia and Herzegovina

Predictors of Reading Fluency in Second and Third Grade Students: Results from Bosnia and Herzegovina

Cultural influences on the relationship between self-concept, interest, task-focused behavior, and reading skills

The effects of teaching strategies on primary school students’ reading outcomes and interest in reading

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