Research Article
The effects of the first reading experience of infancy on reading and academic achievement of elementary first graders
Abstract
The purpose of this study was to analyze the structural relationship among the age of first reading, child’s reading motivation, reading ability, and academic achievement in elementary first graders. A total of 267 pairs of elementary first graders and their mothers and teachers were sampled in Gyeonggi province, South Korea. First graders were tested with tasks to measure reading ability and mothers’ responses and teachers’ evaluation were collected to measure students’ age of first reading, reading motivation, and academic achievement. The results were as follows. First, first reading, reading motivation, reading ability, and academic achievement were partly different by socio-demographic factors. Second, earlier age of first reading was associated with higher reading motivation, reading ability, and academic achievement in the first grade. Third, SEM analysis showed that reading motivation and reading ability fully mediated the effect of the age of first reading on academic achievement.
Keywords
First reading reading ability reading motivation academic achievement structural equation model (SEM)
References
- Ahn, H. J. (2008). The Relationships among reading comprehension, parents’ attitudes towards emergent literacy and home literacy activity of first graders (Master’s Thesis). Yonsei University, Seoul, Korea. Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 453-477. Brown, L. E. (1992). A study of the relationships among self-concept, reading attitude and reading comprehension in second grade readers (Master’s Thesis). Memorial University of Newfoundland, St. John’s, Newfoundland, Canada. Brown, R. (1973) A first language: The early stage. Cambridge, MA: Harvard University Press. Bruner, J. S. (1978). Learning how to do things with words. In Human growth and development: Wolfson College Lecture 1976 (pp. 62-84). Oxford, UK: Claredon. Bus, A. G., & Van IJendoom, M. H. (1988). Mother-child interactions, attachment, and emergent literacy : A cross-sectional study. Child Development, 59, 1262-1272. Cabrera-Nguyen, P. (2010). Author guidelines for reporting scale development and validation results in the Journal of the Society for Social Work and Research. Journal of the Society for Social Work and Research, 1(2), 99-103. Cipiewski, J., & Stanovich, K. E. (1992). Predicting growth in reading ability from children's exposure to print. Journal of Experimental Child Psychology, 54(1), 74-89. Colewinski, M., & Holliday, S. (1979). Learning to read: what’s right home is right at school. Language arts, 56(6), 671-674. Crain, W. (2000). Theories of development: concepts and applications (4th ed). Upper Saddle River, NJ: Prentice Hall. DeBaryshe, D. B. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20, 455-461. Finn, J. D., Dulberg, L., & Reis, J. (1979). Sex differences in educational attainment: A cross-national perspective. Harvard Educational Review, 49, 477-503. Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14-25. Guthrie, J. T., & Wigfield, A. (1997). Reading Engagement : Motivating readers through integrated instruction. Newark, DE : IRA. Guthrie, J. T., Wigfield, A., Metsala, J., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount, Scientific Studies of Reading, 3(3), 231-256. Heath, S. B. (1983). Ways with words. Cambridge, UK: Cambridge University Press. Jeong, S. J., & Choi, N. Y. (2012). Effects of home literacy environment and reading experiences at the age of five on the first grader’ reading ability and reading motivation. Korean Journal of Children’s Media, 11(2), 193-223. Jeong, S. J., & Choi, N. Y. (2013). The effects of elementary school students’ reading comprehension and reading attitude on their academic achievement. The Journal of Child Education, 22(4), 257-273. Jordan, G. E., Snow C. E., & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students' early literacy skills. Reading Research Quarterly, 35(4), 524-546. Jung, M. (2012). Young children’s language ability according to picture book reading interaction forms of the mothers (Master’s Thesis). Kyungsung University, Pusan, Korea. Kim, D. (2008). Basic Academy Skills Assessment: Reading Participants. Seoul: Hakjisa. Kim, H. Y. (2000). Analysis of relationship between reading motivation and reading activity (Master’s Thesis) Gyeongsang National University, Chin-ju, Korea. Kim, J. C. (2005). The structural relationship between reading interest, reading amount, cognitive strategy, academic confidence and reading literacy in terms of gender and learning style. The Korean Journal of Educational Psychology, 19(1), 93-114. Kim, K. J. (2000). The toddler-mother interaction types and toddler language development (Doctoral dissertation). Duksung Women’s University, Seoul, Korea. Kim, M. S., & Kwon, H. K. (2002). The differences in attitudes toward children’s emergent literacy between mothers and fathers and their home literacy environments. Family and Environment Research, 40(1), 147-162. Kim, S. H., Jun, Y. W., & Jo, H. S. (2011). Two year olds’ response to informational picture books. Journal of children’s Literature and Education, 12(2), 121-146. Kim, S. Y. (2015). The exploration of infants’ communication changing pattern in repeated co-reading picture books between 2-year-old toddlers and teachers (Master’s Thesis). Kyungpook National University, Sangju, Korea. Kim, S. Y., & Hong, S. J. (2009). Investigating the effect of students’ background characteristics on the basic academic skill test the 3rd grade students. The Journal of Elementary Education, 22(2), 233-256. Kim, T. I. (2016). The Exploration of mothers’ and fathers’ book reading behaviour with their toddler. Early Childhood Education Research & Review, 20(2), 449-470. Kim, Y. S., Youn, J. J., & Kwak, K. H. (2016). Language and literacy education for young children. Gyeonggi : Gongdongche. Kim, Y., & Kwak, K. (2010). The Relationship between maternal verbal responsiveness, infant’s social communication ability during infancy and language ability in early childhood. The Korean Journal of Human Development, 17(1), 191-207. Kim, Y., Kim, Y., & Youn, J. (2017). Effects of reading pop-up books on two-year-old children’s linguistic understanding and response. The Journal of Child Education, 26(2), 155-171. Koh, E., & Oh, S. H. (2006). Comparative analysis of linguistic development of infants depending on the mother-infant interaction. The Journal of Special Children Education, 8(1), 187-205. Kwon, M. (2002). Factors of motivation reading : differences between grades and gender. Korean Journal of Child Studies, 23(3), 17-33. Lee, C. S. (1992). Effects of mother’s mediation in mother-child storybook readings on the process of literacy development of young children (Doctoral dissertation). Korea University, Seoul, Korea. Lee, K. H., Lee, S. S., & Kim, K. H. (2010). Early childhood language education. Gyeonggi : Gongdongche. Lee, M. O. (1999). Family storybook reading and the child’s reading development. Education Research, 33, 121-142. Lee, S. I. (2006). The relationship between home literacy environment and children’s language ability (Master’s Thesis). Chung Ang University, Seoul, Korea. Lee, Y. J., & Lee, J. S. (1996). Emergent literacy development of infants and patterns of infant-parent interactions. Korean Journal of Early Childhood Education, 16(1), 23-48. Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199-214. Makin, L., & Whitehead, M. (2004). How to develop children’s early literacy: A guide for professional carers & educators. London, UK: Paul Chapman Publishing. Marsh, H. W. (1989). Age and sex effect in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81, 417-430. Martinez, G. (2005). Libraries, families, and school. Partnership to achieve reading readiness: A multiple case study of Maryland public librarians (Doctoral dissertation). The Johns Hopkins University, MD, USA. Nelson, K., & Bonvillian, J. (1978). Early language development: Conceptual growth and related processes between 2 and 4(years of age. In K. Nelson (ED.), Children’s Language (pp. 467-556. Vol 1). New York, NY: Gardner Press. Nicholls, K. (1979). Development of perception of attainment and causal attributions for success and failure in reading. Journal of Educational Psychology, 71, 94-99. Rosenshine, B., & Stevens, R. (1984). Classroom instruction in reading. In P. D. Pearson (ED.), Handbook of reading research. New York, NY: Longman. Silvern, S. (1985). Parent Involvement and reading achievement: A review of research and implications for practice. Childhood Education, 62, 44-50. Snow, C. E., & Ninio, A. (1986). The contracts of literacy: What children from learning to read books. In W.H Teale & E. Sulzby (Eds.), Emergent Literacy: Writing and reading (pp.116-138). Norwood, NJ: Ablex. Stanovich, K. E., & Cunningham, A. E. (1992). Studying the consequences of literacy within a literate society: The cognitive of print exposure. Memory and Cognition, 20(1), 51-68. Sulzby, E., & Teale, W. H (1987, November). Young children’s storybook reading. Longitudinal study of parent-child interaction and children’s independent functioning (Report No. ED334541). Ann Arbor, MI: University of Michigan. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA : Harvard University Press. Walberg, H. J., & Tsai, S. (1984). Reading achievement and diminishing returns to time. Journal of Educational Psychology, 76(3), 442-451. Wells, G. (1985). Preschool literacy-related activities and success in school. In D. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language, and learning. Cambridge, UK: Cambridge University Press. Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., Debaryshe, B. D., Valdez-Menchaca, M. C., & Caufield, M. (1988). Accelerating language development through picture book reading. Development Psychology, 24(4), 552-559. Whithey, P. (1994). Influences on grade-five students' decisions to read: An exploratory study of leisure reading behavior (Doctoral dissertation). University of British Columbia, Canada. Wigfield, A. (1996). A questionnaire measure of children's motivation for reading. Instructional Resource, 22, 1-16. Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432. Youn, J. M. (2014). The effects of infant-mother verbal nonverbal interaction on infants’ language development(Master’s Thesis). Hankuk University of Foreign Studies, Seoul, Korea.
Abstract
References
- Ahn, H. J. (2008). The Relationships among reading comprehension, parents’ attitudes towards emergent literacy and home literacy activity of first graders (Master’s Thesis). Yonsei University, Seoul, Korea. Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 453-477. Brown, L. E. (1992). A study of the relationships among self-concept, reading attitude and reading comprehension in second grade readers (Master’s Thesis). Memorial University of Newfoundland, St. John’s, Newfoundland, Canada. Brown, R. (1973) A first language: The early stage. Cambridge, MA: Harvard University Press. Bruner, J. S. (1978). Learning how to do things with words. In Human growth and development: Wolfson College Lecture 1976 (pp. 62-84). Oxford, UK: Claredon. Bus, A. G., & Van IJendoom, M. H. (1988). Mother-child interactions, attachment, and emergent literacy : A cross-sectional study. Child Development, 59, 1262-1272. Cabrera-Nguyen, P. (2010). Author guidelines for reporting scale development and validation results in the Journal of the Society for Social Work and Research. Journal of the Society for Social Work and Research, 1(2), 99-103. Cipiewski, J., & Stanovich, K. E. (1992). Predicting growth in reading ability from children's exposure to print. Journal of Experimental Child Psychology, 54(1), 74-89. Colewinski, M., & Holliday, S. (1979). Learning to read: what’s right home is right at school. Language arts, 56(6), 671-674. Crain, W. (2000). Theories of development: concepts and applications (4th ed). Upper Saddle River, NJ: Prentice Hall. DeBaryshe, D. B. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20, 455-461. Finn, J. D., Dulberg, L., & Reis, J. (1979). Sex differences in educational attainment: A cross-national perspective. Harvard Educational Review, 49, 477-503. Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14-25. Guthrie, J. T., & Wigfield, A. (1997). Reading Engagement : Motivating readers through integrated instruction. Newark, DE : IRA. Guthrie, J. T., Wigfield, A., Metsala, J., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount, Scientific Studies of Reading, 3(3), 231-256. Heath, S. B. (1983). Ways with words. Cambridge, UK: Cambridge University Press. Jeong, S. J., & Choi, N. Y. (2012). Effects of home literacy environment and reading experiences at the age of five on the first grader’ reading ability and reading motivation. Korean Journal of Children’s Media, 11(2), 193-223. Jeong, S. J., & Choi, N. Y. (2013). The effects of elementary school students’ reading comprehension and reading attitude on their academic achievement. The Journal of Child Education, 22(4), 257-273. Jordan, G. E., Snow C. E., & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students' early literacy skills. Reading Research Quarterly, 35(4), 524-546. Jung, M. (2012). Young children’s language ability according to picture book reading interaction forms of the mothers (Master’s Thesis). Kyungsung University, Pusan, Korea. Kim, D. (2008). Basic Academy Skills Assessment: Reading Participants. Seoul: Hakjisa. Kim, H. Y. (2000). Analysis of relationship between reading motivation and reading activity (Master’s Thesis) Gyeongsang National University, Chin-ju, Korea. Kim, J. C. (2005). The structural relationship between reading interest, reading amount, cognitive strategy, academic confidence and reading literacy in terms of gender and learning style. The Korean Journal of Educational Psychology, 19(1), 93-114. Kim, K. J. (2000). The toddler-mother interaction types and toddler language development (Doctoral dissertation). Duksung Women’s University, Seoul, Korea. Kim, M. S., & Kwon, H. K. (2002). The differences in attitudes toward children’s emergent literacy between mothers and fathers and their home literacy environments. Family and Environment Research, 40(1), 147-162. Kim, S. H., Jun, Y. W., & Jo, H. S. (2011). Two year olds’ response to informational picture books. Journal of children’s Literature and Education, 12(2), 121-146. Kim, S. Y. (2015). The exploration of infants’ communication changing pattern in repeated co-reading picture books between 2-year-old toddlers and teachers (Master’s Thesis). Kyungpook National University, Sangju, Korea. Kim, S. Y., & Hong, S. J. (2009). Investigating the effect of students’ background characteristics on the basic academic skill test the 3rd grade students. The Journal of Elementary Education, 22(2), 233-256. Kim, T. I. (2016). The Exploration of mothers’ and fathers’ book reading behaviour with their toddler. Early Childhood Education Research & Review, 20(2), 449-470. Kim, Y. S., Youn, J. J., & Kwak, K. H. (2016). Language and literacy education for young children. Gyeonggi : Gongdongche. Kim, Y., & Kwak, K. (2010). The Relationship between maternal verbal responsiveness, infant’s social communication ability during infancy and language ability in early childhood. The Korean Journal of Human Development, 17(1), 191-207. Kim, Y., Kim, Y., & Youn, J. (2017). Effects of reading pop-up books on two-year-old children’s linguistic understanding and response. The Journal of Child Education, 26(2), 155-171. Koh, E., & Oh, S. H. (2006). Comparative analysis of linguistic development of infants depending on the mother-infant interaction. The Journal of Special Children Education, 8(1), 187-205. Kwon, M. (2002). Factors of motivation reading : differences between grades and gender. Korean Journal of Child Studies, 23(3), 17-33. Lee, C. S. (1992). Effects of mother’s mediation in mother-child storybook readings on the process of literacy development of young children (Doctoral dissertation). Korea University, Seoul, Korea. Lee, K. H., Lee, S. S., & Kim, K. H. (2010). Early childhood language education. Gyeonggi : Gongdongche. Lee, M. O. (1999). Family storybook reading and the child’s reading development. Education Research, 33, 121-142. Lee, S. I. (2006). The relationship between home literacy environment and children’s language ability (Master’s Thesis). Chung Ang University, Seoul, Korea. Lee, Y. J., & Lee, J. S. (1996). Emergent literacy development of infants and patterns of infant-parent interactions. Korean Journal of Early Childhood Education, 16(1), 23-48. Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199-214. Makin, L., & Whitehead, M. (2004). How to develop children’s early literacy: A guide for professional carers & educators. London, UK: Paul Chapman Publishing. Marsh, H. W. (1989). Age and sex effect in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81, 417-430. Martinez, G. (2005). Libraries, families, and school. Partnership to achieve reading readiness: A multiple case study of Maryland public librarians (Doctoral dissertation). The Johns Hopkins University, MD, USA. Nelson, K., & Bonvillian, J. (1978). Early language development: Conceptual growth and related processes between 2 and 4(years of age. In K. Nelson (ED.), Children’s Language (pp. 467-556. Vol 1). New York, NY: Gardner Press. Nicholls, K. (1979). Development of perception of attainment and causal attributions for success and failure in reading. Journal of Educational Psychology, 71, 94-99. Rosenshine, B., & Stevens, R. (1984). Classroom instruction in reading. In P. D. Pearson (ED.), Handbook of reading research. New York, NY: Longman. Silvern, S. (1985). Parent Involvement and reading achievement: A review of research and implications for practice. Childhood Education, 62, 44-50. Snow, C. E., & Ninio, A. (1986). The contracts of literacy: What children from learning to read books. In W.H Teale & E. Sulzby (Eds.), Emergent Literacy: Writing and reading (pp.116-138). Norwood, NJ: Ablex. Stanovich, K. E., & Cunningham, A. E. (1992). Studying the consequences of literacy within a literate society: The cognitive of print exposure. Memory and Cognition, 20(1), 51-68. Sulzby, E., & Teale, W. H (1987, November). Young children’s storybook reading. Longitudinal study of parent-child interaction and children’s independent functioning (Report No. ED334541). Ann Arbor, MI: University of Michigan. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA : Harvard University Press. Walberg, H. J., & Tsai, S. (1984). Reading achievement and diminishing returns to time. Journal of Educational Psychology, 76(3), 442-451. Wells, G. (1985). Preschool literacy-related activities and success in school. In D. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language, and learning. Cambridge, UK: Cambridge University Press. Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., Debaryshe, B. D., Valdez-Menchaca, M. C., & Caufield, M. (1988). Accelerating language development through picture book reading. Development Psychology, 24(4), 552-559. Whithey, P. (1994). Influences on grade-five students' decisions to read: An exploratory study of leisure reading behavior (Doctoral dissertation). University of British Columbia, Canada. Wigfield, A. (1996). A questionnaire measure of children's motivation for reading. Instructional Resource, 22, 1-16. Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432. Youn, J. M. (2014). The effects of infant-mother verbal nonverbal interaction on infants’ language development(Master’s Thesis). Hankuk University of Foreign Studies, Seoul, Korea.
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