Early Reading-Related Skills and Performance, Reading Self-Concept, and the Development of Academic Self-Concept: A Longitudinal Study.

Chapman, James W.; Tunmer, William E.; Prochnow, Jane E.

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Peer reviewed

ERIC Number: EJ621010

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0022-0663

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Early Reading-Related Skills and Performance, Reading Self-Concept, and the Development of Academic Self-Concept: A Longitudinal Study.

Chapman, James W.; Tunmer, William E.; Prochnow, Jane E.

Journal of Educational Psychology, v92 n4 p703-08 Dec 2000

Examines relations between academic self-concept (ASC) and measures of reading-related performance and self-concept in 60 beginning school children who were assessed as having positive, negative, or typical ASCs. Data reveals that children with negative ASCs performed poorly on reading-related tasks and reported more negative reading self-concepts than children with positive or typical ASCs. (Contains 38 references and 1 table.) (Author/GCP)

Descriptors: Academic Achievement, Beginning Reading, Foreign Countries, Longitudinal Studies, Performance Factors, Primary Education, Reading Skills, Self Concept, Skill Development, Student Development

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: New Zealand

Grant or Contract Numbers: N/A

Author Affiliations: N/A