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The role of RAN and reading rate in predicting reading self-concept

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Abstract

Social identity theory states that a person’s self-concept is created from comparison with others (Walsh & Gordon, 2008). In the case of reading, oral reading is a salient feature young children have to compare themselves on to their classroom peer group. The current study was set to explore the ability of oral reading tasks such as rapid naming and reading rate as well as measures of accuracy and reading comprehension to independently predict reading self-concept among young developing Hebrew readers. Data from 138 s to third grade students was analyzed using a structural equation modeling analyses (SEM). Findings indicated that the path between RAN-L and reading rate was the strongest and single predictor of reading self-concept. The findings suggest that speed-based performance is linked to both cognitive and psychosocial related difficulties and that slow readers are at risk for lower reading self-concept.

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Notes

  1. The logic is defined as \( \ln( {\frac{1 - p}{p}}) \) where p is a proportion.

  2. Several indexes of fit have been suggested to evaluate the goodness of fit. In the current study, we considered the Comparative Fit Index (CFI), and the root mean square error of approximation (RMSEA).

  3. In addition, Mullis, Martin, Kennedy and Foy (2007) revealed that in the PIRLS 2006 students with a high level of reading self-concept had an average achievement of 50 points higher than students at the medium level of reading self-concept, and those at the medium level had an average achievement of more than 40 points higher than students at the low level of reading self-concept.

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Acknowledgments

We thank Prof. James Chapman and Prof. Sharon Vaughn for their valuable comments on the PhD thesis on which the current article is based and Tal Erez for her editorial assistance.

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Authors and Affiliations

  1. Department of Learning Disabilities and Special Education, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, 31905, Mount Carmel, Haifa, Israel

    Ronen Kasperski, Michal Shany & Tami Katzir

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  1. Ronen Kasperski
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  2. Michal Shany
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  3. Tami Katzir
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Correspondence to Tami Katzir.

Appendix

Appendix

See Table 4.

Table 4 The competence subscale of the reading self-concept scalea (Chapman & Tunmer, 1995)
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Kasperski, R., Shany, M. & Katzir, T. The role of RAN and reading rate in predicting reading self-concept. Read Writ 29, 117–136 (2016). https://doi.org/10.1007/s11145-015-9582-z

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