A LONGITUDINAL-STUDY OF BEGINNING READING-ACHIEVEMENT AND READING SELF-CONCEPT

Background. Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this rel ationship starts to form, especially in terms of learning to read. Aim s. The aim of this longitudinal study was to examine the emerging caus al interplay between reading self-concept and beginning reading perfor mance. Sample. One hundred and twelve children who started school at t he age of 5 years participated in the study over a two and a half-year period. Method. Path analyses were used to examine the relationships between reading-related skills and reading self-concept at the start o f Year 1, the middle of Year 2, and the middle of Year 3. Results. Rea ding performance emerged as causally predominant over reading self-con cept between the middle of Year 2 and the middle of Year 3. Conclusion s. Initial reading-related experiences in school are associated with t he development of reading self-concepts within the first two and a hal f years of schooling. This period may mark the time during which negat ive 'Matthew effects' develop for those who experience initial difficu lties in learning to read.