6533b7d7fe1ef96bd126870f
RESEARCH PRODUCT
Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9
Poikkeus Anna-maijaMinna TorppaAsko TolvanenKati VasalampiPekka NiemiMarja-kristiina LerkkanenMarja-kristiina Lerkkanensubject
MaleLongitudinal studyAdolescentmedia_common.quotation_subjecteducation050105 experimental psychologyEducationDevelopmental psychologyFluencyChild DevelopmentLeisure ActivitiesReading (process)Developmental and Educational PsychologyHumans0501 psychology and cognitive sciencesLongitudinal StudiesChildmedia_commonbusiness.industry05 social sciencesAdolescent DevelopmentComprehensionReadingReading comprehensionPediatrics Perinatology and Child HealthFemaleElectronic publishingDigital readingComprehensionbusinessPsychologyReading skills050104 developmental & child psychologydescription
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.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2019-03-30 | Child Development |