Home reading resources and reading habits as predictors of reading and writing at the beginning of formal education

Milavec, Sara. (2015). Home reading resources and reading habits as predictors of reading and writing at the beginning of formal education. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Keresteš, Gordana].

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Abstract

The aim of this study was to examine the contribution of home reading resources and reading habits to performance in reading and writing at the beginning of formal education, with control of some sociodemographic variables. Differences in the contribution of the mentioned variables depending on the measure of reading and writing and gender differences were also examined. Home reading resources were measured with the number of books at home, own bookshelf and receiving books as presents from adults. Reading habits were measured as time spent reading before and after school, reading during the summer holidays and self encouraged reading (frequency of reading books, magazines and comics). Word Decoding Test and Reading Comprehension Test were used as measures of reading and Spelling test as a measure of writing. The research was conducted among 564 primary school children. Hierarchical regression analyses revealed differences between the contribution of home reading resources and reading habits to reading and writing depending on the criterion measure. The model explains the most variance of reading comprehension (Reading Comprehension Test). It seems that reading habits are more important for success in reading and writing at the beginning of formal education than home reading resources. Furthermore, there are differences in the contribution of home reading resources and reading habits to reading and writing for boys and girls. The latter variables, consistent with gender roles, were better predictors of reading and writing success for girls.

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