The development of reading interest and its relation to reading ability

Journal of Research in Reading

Volumn 34, Issue 3, 2011, Pages 263-280

  Kirby, John R ^a   Ball, Angela ^a   Geier, B Kelly ^a   Parrila, Rauno ^b   Wade Woolley, Lesly ^a  

^a QUEEN S UNIVERSITY   (Canada)

^b UNIVERSITY OF ALBERTA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960341254     PISSN: 01410423     EISSN: 14679817     Source Type: Journal    
DOI: 10.1111/j.1467-9817.2010.01439.x     Document Type: Article

References (38)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Anderson, M.A., Tollefson, N.A. & Gilbert, E.C. (1985). Giftedness and reading: A cross-sectional view of differences in reading attitudes and behaviours. Gifted Child Quarterly, 29, 186-189, doi: DOI: 10.1177/001698628502900411.
3. Askov, E. & Fishbach, T. (1973). An investigation of primary pupils' attitudes toward reading. Journal of Experimental Education, 41, 1-7.
4. 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, 452-477, doi: DOI: 10.1598/RRQ.34.4.4.
5. Blishen, B. & McRoberts, H. (1976). A revised socioeconomic index for occupations in Canada. Canadian Review of Sociology and Anthropology, 13, 71-79.
6. Chapman, J.W. & Tunmer, W.E. (1995). Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154-167, doi: DOI: 10.1037/0022-0663.87.1.154.
7. Chapman, J.W., Tunmer, W.E. & Prochnow, J.E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92, 703-708, doi: DOI: 10.1037/0022-0663.92.4.703.
8. Cooper, D.H., Roth, F.P., Speece, D.L. & Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23, 399-416, doi: DOI: 10.1017/S0142716402003053.
9. Dunn, L.M. & Dunn, L.M. (1997). PPVT-III - Peabody picture vocabulary test. (3rd edn). Circle Pines, MN: American Guidance Services.
10. Goswami, U. & Bryant, P.E. (1990). Phonological skills and learning to read. Hove: Erlbaum.
11. Jacobsen, B., Lowery, B. & DuCette, J. (1986). Attributions of learning-disabled children. Journal of Educational Psychology, 78, 59-64, doi: DOI: 10.1037/0022-0663.78.1.59.
12. Kirby, J.R. & Hogan, B. (2008). Family literacy environment and early literacy development. Exceptionality Education Canada, 18, 112-130.
13. Kirby, J.R., Parrila, R.K. & Pfeiffer, S.L. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95, 453-464, doi: DOI: 10.1037/0022-0663.95.3.453.
14. Lazarus, B.D. & Callahan, T. (2000). Attitudes toward reading expressed by elementary school students diagnosed with learning disabilities. Reading Psychology, 21, 271-282, doi: DOI: 10.1080/027027100750061921.
15. McKenna, M.C. & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43, 626-639.
16. McKenna, M.C., Kear, D.J. & Ellsworth, R.A. (1995). Children's attitude toward reading: A national survey. Reading Research Quarterly, 30, 934-956.
17. Meece, J.L. & Miller, S.D. (1999). Changes in elementary school children's achievement goals for reading and writing: Results of a longitudinal and an intervention study. Scientific Studies of Reading, 3, 207-229, doi: DOI: 10.1207/s1532799xssr0303-2.
18. National Reading Panel (2000). Teaching children to read: An evidence based assessment of the scientific literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child Health and Human Development.
19. Olofsson, Å. & Niedersøe, J. (1999). Early language development and kindergarten phonological awareness as predictors of reading problems: From 3 to 11 years of age. Journal of Learning Disabilities, 32, 464-472, doi: DOI: 10.1177/002221949903200512.
20. Parrila, R., Kirby, J.R. & McQuarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development? Scientific Studies of Reading, 8, 3-26, doi: DOI: 10.1207/s1532799xssr0801-2.
21. Pearl, R. (1982). LD children's attributions for success and failure: A replication with a labeled LD sample. Learning Disabilities Quarterly, 5, 173-176.
22. Pressley, M. (2002). Reading instruction that works: The case for balanced teaching. New York: The Guilford Press.
23. Raven, J., Raven, J.C. & Court, J.H. (1998). Coloured progressive matrices (1998 ed.). Oxford: Oxford Psychologists Press Ltd.
24. Raz, I.S. & Bryant, P. (1990). Social background, phonological awareness and children's reading. British Journal of Developmental Psychology, 8, 209-225.
25. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in reading. Reading Research Quarterly, 21, 360-407.
26. Stanovich, K.E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.
27. Statistics Canada (2009). Available at (accessed 6 October 2009).
28. Stephenson, K.A., Parrila, R.K., Georgiou, G.K. & Kirby, J.R. (2008). Effects of home literacy, parents' beliefs, and children's task-focused behavior on emergent literacy and word reading skills. Scientific Studies of Reading, 12, 24-50, doi: DOI: 10.1080/10888430701746864.
29. Tabachnick, B.G. & Fidell, L.S. (2007). Using multivariate statistics. (5th edn). Boston, MA: Pearson/Allyn & Bacon.
30. Taboada, A., Tonks, S.M., Wigfield, A. & Guthrie, J.T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22, 85-106, doi: DOI: 10.1007/s11145-008-9133-y.
31. Torgesen, J.K., Wagner, R.K. & Rashotte, C.A. (1999). Test of word reading efficiency. Austin, TX: Pro-Ed Inc.
32. Torppa, M., Poikkeus, A.-M., Laakso, M.-L., Tolvanen, A., Leskinen, E., Leppänen, P.H.T. et al. (2007). Modeling the early paths of phonological awareness and factors supporting its development in children with and without familial risk of dyslexia. Scientific Studies of Reading, 11, 73-103, doi: DOI: 10.1080/10888430709336554.
33. Wagner, R.K., Torgesen, J.K. & Rashotte, C. (1999). Comprehensive test of phonological processing. Austin, TX: Pro-Ed Inc.
34. Wiederholt, J.K. & Bryant, B.R. (2001). GORT 4 - Gray oral reading tests. Austin, TX: Pro-Ed Inc.
35. Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78, doi: DOI: 10.1007/BF02209024.
36. Wigfield, A., Eccles, J.S., Yoon, K.S., Harold, R.D., Arbreton, A., Freedman-Doan, C. et al. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A three-year study. Journal of Educational Psychology, 89, 451-469, doi: DOI: 10.1037/0022-0663.89.3.451.
37. Wolf, M. & Bowers, P.G. (1999). The double-deficit hypothesis for developmental dyslexias. Journal of Educational Psychology, 91, 415-438, doi: DOI: 10.1037/0022-0663.91.3.415.
38. Woodcock, R. (1998). Woodcock reading mastery tests - revised. Circle Pines, MN: American Guidance Services.