Reading and Writing

, Volume 22, Issue 3, pp 261–276 | Cite as

The role of reading self-concept and home literacy practices in fourth grade reading comprehension

  • Tami Katzir
  • Nonie K. Lesaux
  • Young-Suk Kim


This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE) in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading). Information on child and family literacy practices was collected via a questionnaire administered to parents of participating children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond the primary grades.


Home literacy environment Reading comprehension Reading self-concept 



This research was supported directly by a Spencer Postdoctoral Fellowship awarded to Tami Katzir and in part by a Spencer Postdoctoral Fellowship awarded to Nonie K. Lesaux. The authors would like to thank Kimberly McMahon for editorial assistance and Michael Gerber for assistance with the home literacy component of the study. Finally, special thanks to the principals, teachers, and students who participated in this study.


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Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  1. 1.Graduate School of EducationHarvard UniversityCambridgeUSA

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