Reading-Related Causal Attributions for Success and Failure: Dynamic Links with Reading Skill

Autor/inn/en	Frijters, Jan C.; Tsujimoto, Kimberley C.; Boada, Richard; Gottwald, Stephanie; Hill, Dina; Jacobson, Lisa A.; Lovett, Maureen W.; Mahone, E. Mark; Willcutt, Erik G.; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.
Titel	Reading-Related Causal Attributions for Success and Failure: Dynamic Links with Reading Skill
Quelle	In: Reading Research Quarterly, 53 (2018) 1, S.127-148 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.189
Schlagwörter	Reading Skills; Attribution Theory; Naming; Phonological Awareness; African American Students; Hispanic American Students; Regression (Statistics); Elementary Secondary Education; Reading Achievement; Predictor Variables; Outcomes of Education; Word Recognition; Sight Method; Sight Vocabulary; Decoding (Reading); Reading Comprehension + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Regression; Regressionsanalyse; Leseleistung; Prädiktor; Lernleistung; Schulerfolg; Worterkennung; Look-and-say method; Ganzheitsmethode; Dekodierung; Leseverstehen
Abstract	The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, and attributions for success and failure in reading situations. Quantile regressions were formulated to estimate these relations across the full skill span of each outcome. Reading-related attributions predicted contextual word recognition, sight word and decoding fluency, and comprehension skills. Attributions to ability in success situations were positively related to each outcome across the full span. On three reading outcomes, this relation strengthened at higher skill levels. Attributions to effort in success situations were consistently and negatively related to all reading outcomes. The results provide evidence that the strength of the relation between reading and attributions varies according to reading skill levels, with the strongest evidence for ability-based attributions in situations of reading success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01