Investigation of the Reading Motivations of Preschool Children: A Multiple Regression Study

Yıl 2022, , 712 - 726, 10.10.2022

Ela Sümeyye Seçim Mübeccel Gönen

https://doi.org/10.26466/opusjsr.1181222

Cited By: 1

Öz

The study primarily aimed to examine how the reading beliefs and home literacy environments predict the child’s early reading motivation. The sub-objective of this study was determined as to whether this prediction differed according to the educational level of the mother, the time the child allocated for reading in a day, and the time the child read during the day. In the first stage stratified sampling was used and, in the second stage, the purposive sampling method was used. The sample group of the study consisted of 556 parents who had children between the age of 36-72 months and whose children enrolled preschool education. Personal Information Form, Parent Reading Belief Scale, Home Literacy Environment Scale, and Perceived Motivation Scale for Reading Picture Story Books for Children were used as data collection tools. The obtained data were analyzed by using the multiple regression analysis methods. According to the results, it was seen that the parent reading belief and home literacy environment predicted the child’s reading motivation. Also, this prediction differed according to the education of the mother, the time the child allocated for reading in a day, and the time the child read during the day. The results obtained have the potential to guide preschool parents, teachers, and field experts.

Anahtar Kelimeler

Reading Motivation, Parent Reading Belief, Home Literacy Environment, Mother Education Level, Reading Frequency

Kaynakça

• Altun, D. (2013). Okul öncesi dönemi çocuklarının okumaya karşı tutumları ile ev içi okuryazarlık ortamının ilişkisinin araştırılması. Published PhD Thesis. METU, Ankara.
• Areepattamannil, S., & Freeman, J. G. (2008). Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in the Greater Toronto Area secondary schools. Journal of Advanced Academics, 19, 700–743. doi:10.4219/jaa-2008- 831.
• Baker, L., & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23(4), 239–269.
• Bandura, A., & Locke, E.A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87–89.
• Battleson, R. A. (2002). The discovery of the beliefs, attitudes, practices and communications about family literacy of three families with children experiencing difficulties in literacy development .Doctoral dissertation. University of Northern Colorado.
• Bawden, D. (2001). Information and digital literacies: a review of concepts. Journal of documentation, 57(2), 218-259.
• Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55, 83–96.
• Bracken, S. S., & Fischel, J. E. (2008). Family reading behavior and early literacy skills in preschool children from low-income backgrounds. Early Education and Development, 19(1), 45-67.
• Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (p.993–1028). Hoboken, NJ: Wiley.
• Brown, T. A. (2015). Confirmatory Factor Analysis for applied research (Second Edition). New York: The Guilford Press.
• Chiu-Hui, C., & Hwa-Wei, K. (2015) Parental factors related to children’s reading: Evidence from comparing transnational marriage families and local families. Retrieved from https://www.iea.nl/fileadmin/user_upload/IRC/IRC_2008/Papers/IRC2008_Chiu_Ko.pdf adresinden 06.06.2020 tarihinde erişilmiştir.
• Conlon, E. G., Zimmer‐Gembeck, M. J., Creed, P. A., & Tucker, M. (2006). Family history, self‐perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills. Journal of Research in Reading, 29(1), 11-32.
• Cox, K. E., & Guthrie, J. T. (2001). Motivational and cognitive contributions to students’ amount of reading. Contemporary Educational Psychology, 26, 116–131.
• Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934–945.
• DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16(1), 1–20. doi:10.1016/0193-3973(95)90013-6.
• Deitcher, D. B., Aram, D. & Itzkovich, I., (2021) Alphabet books: Relations between aspects of parent-child shared reading, children’s motivation, and early literacy skills. Reading Psychology, 42(4), 388-410, DOI: 10.1080/02702711.2021.1888344.
• Duncan, G. J., ve Brooks-Gunn, J. (2000). Family Poverty. Welfare Reform, and Child Development. Child Development, 71, 188-196.
• Evans, M. A., Williamson, K., & Pursoo, T. (2008). Preschoolers’ attention to print during shared book reading. Scientific Studies of Reading, 12, 106–129.
• Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock ‘n’ roll) (Third edition). London: SAGE Publications Ltd.
• Forza, C., and Filippini, R. (1998). TQM impact on quality conformance and customer satisfaction: A causal model. International journal of production economics, 55(1), 1-20.
• Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. New York: McGraw-Hill.
• George, D. and Mallery, P. (2016). IBM SPSS statistics 23 step by step. A simple guide and reference (Fourteenth Edition). New York: Taylor & Francis.
• Gök, S., (2019). Başlangıç düzeyi okuyucularının okuma motivasyonu üzerinde aile okuma inançlarının etkisi. Master Dissertation. Sakarya Üniversitesi, Sakarya.
• Gönen, M., Çelebi Öncü, E. ve Işıtan, S. (2004). İlköğretim 5., 6. ve 7. sınıf öğrencilerinin okuma alışkanlıklarının incelenmesi. Milli Eğitim Dergisi, 32(164), 7-34.
• Goodall, J. and Harris, A. (2007) Engaging Parents in Raising Achievement: Do Parents Know They Matter? London: DCSF. www.dcsf.gov.uk/research/data/uploadfiles/ DCSF-RW004.pdf adresinden 06.06.2020 tarihinde erişilmiştir.
• Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., Oliver, P., & Guerin, D. (2007). Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development, 31, 317–327.
• Green, S. B. and Salkind, N. J. (2005). Using SPSS for windows and macintosh: Analyzing and understanding data (Fourth edition). United States: Pearson Prentice-Hall.
• Guthrie, J. T., & Wigfield, A. (1999). How motivation fits into a science of reading. Scientific Studies of Reading, 3, 199–205.
• Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.). Reading research handbook, 3, 403–424.
• Guthrie, J. T., & Wigfield, A. (2017). Literacy engagement and motivation: Rationale, research, teaching, and assessment. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English language arts. 57–84. Routledge. https://doi. org/10.4324/9781315650555-3.
• Haden, C., Reese, E., & Fivush, R. (1996). Mother’s extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse Processes, 21, 135-169.
• Hair, J. F., Anderson, R. E., Tatham, R., L. and Black, W. C. (1998). Multivariate data analysis (Fifth edition). United States: Prentice-Hall, Inc.
• Iacobucci, D. (2010). Structural equations modeling: Fit indices, sample size, and advanced topics. Journal of Consumer Psychology, 20, 90-98.
• Iflazoglu Saban, A., Altinkamis, N. F., & Deretarla Gul, E. (2018). Investigation of parents’ early literacy beliefs in the context of Turkey through the parent reading belief inventory (PRBI). European Journal of Educational Research, 7(4), 985-997. doi: 10.12973/eu-jer.7.4.985.
• Justice, L. M., Pullen, P. C., & Pence, K. (2008). Influence of verbal and nonverbal references to print on preschoolers’ visual attention to print during storybook reading. Developmental Psychology, 44, 855–866.
• Krijnen, E., Steensel, R. Van, Meeuwisse M. & Severiens S. (2021) Measuring parental literacy beliefs in a socio-economically, linguistically and ethnically diverse sample. Early Education and Development, 32(4), 608-635, DOI: 10.1080/10409289.2020.1785227.
• Liu, Z. (2005). Reading behavior in the digital environment: Changes in reading behavior over the past ten years. Journal of documentation, 61(6), 700-712.
• Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199-214.
• Mantzicopoulos, P. Y. (1997). The relationship of family variables to head start children’s preacademic competence. Early Childhood Development and Care, 8, 357-375.
• Marsh, H.W., Hau, K.T., Artelt, C., Baumert, J., and Peschar, J.L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360.
• Martinez, R. S., Aricak, O. T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal‐interaction model. Psychology in the Schools, 45(10), 1010-1023.
• Mata, L. (2011). Motivation for reading and writing in kindergarten children. Reading Psychology, 32(3), 272-299.
• Morrow, L.M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76, 221-230.
• Multon, K.D., Brown, S.D., & Lent, R.W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30–38.
• Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34, 202–210.
• Neuman, S. B., & Celano, D. (2001). Access to print in low- and middle-income communities: An ecological study of 4 neighborhoods. Reading Research Quarterly, 36, 468–475.
• Niklas, F. (2015). The learning environment provided by the family and its impact on the development of child competencies. Psychologie in Erziehung und Unterricht, 62, 106–120.
• Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38, 40–50.
• Niklas, F., Cohrssen, C., & Tayler, C. (2016a). Improving preschoolers’ numerical abilities by enhancing the home numeracy environment. Early Education and Development, 27, 372–383.
• Niklas, F., Cohrssen, C., & Tayler, C. (2016b). Parents supporting learning: A non-intensive intervention supporting literacy and numeracy in the home learning environment. International Journal of Early Years Education, 24, 121–142.
• Nutbeam, D. (2008). The evolving concept of health literacy. Social Science and Medicine, 67(12), 2072-2078.
• Öztürk, E. ve İleri Aydemir, Z. (2013). Başlangıç düzeyi okuyucularının okuma motivasyonlarının, günlük kitap okuma süreleri ve ailenin okuma durumuna göre değerlendirilmesi. Kastamonu Eğitim Dergisi, 21(3), 1105-1116.
• Paris, S., & Turner, J. (1994). Situated motivation. In P. Pintrich, D. Brown, & C. Weinstein (Eds.), Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie (p.213–237). Hillsdale, NJ: Lawrence Erlbaum.
• Plomp, T. (2013). Preparing education for the information society: The need for new knowledge and skills. International Journal of Social Media and Interactive Learning Environments, 1(1), 3-18.
• Pressley, M. (2002). Reading instruction that works: The case for balanced teaching (2nd ed.). New York: Guilford.
• Purcell-Gates, V. (1996). Stories, coupons, and the tv guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406-428.
• Richman, A.L., Miller, P.M., & LeVine, R.A. (1992). Cultural and educational variations in maternal responsiveness. Developmental Psychology, 28, 614–621.
• Rodriguez, E. L. ve Tamis-Lemonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child Development, 82(4), 1058-1075.
• Sabjan, A.,J. (2018). Parental reading beliefs and children’s reading performance. Iıum Journal Of Educatıonal Studıes, 6(2), 1-16.
• Saçkes, M., Işıtan, S., Avci, K., & Justice, L. (2015). Parents’ perceptions of children's literacy motivation and their home-literacy practices: What's the connection?, European Early Childhood Education Research, 24, 857–872. doi: 10.1080/1350293X.2014.996422. Schermelleh-Engel, K., Moosbrugger, H. and Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
• Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3(3), 257–279.
• Sénéchal, M., & LeFevere, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445-460.
• Skibbe, L. E., Justice, L. M., Zucker, T. A., ve McGinty A. S. (2008). Relations among maternal literacy beliefs, home literacy practices, and the emergent literacy skills of preschoolers with specific language impairment. Early Education and Development, 19(1), 68-88.
• Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
• Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The efective pre-school education (EPPE) project: Final report. A longitudinal study funded by the DfES 1997–2004. Nottingham: DfES Publication.
• Sylvia, K., Chan, L. S., Melhuish, E., Sammons, P., Sıraj-Blatchford and., Taggard, B. (2011). Emergent literacy environments: home and preschool influences on children’s literacy development. S. B. Neuman ve D. K. Dickinson (Ed.). Handbook of Early Literacy Research , 3, p.97-117). New York: Guilford Press.
• T.D.K., (2022). Motivasyon, retrieved from https://sozluk.gov.tr/.
• Tabachnick, B. G. and Fidell, L. S. (2013). Using multivariate statistics (Sixth edition). United States: Pearson Education.
• Teng, W., Draheim, M.E., Hackett, R.K., & Low, J.A. (2017). Associations between Chinese Parents' Reading Beliefs, Home Literacy Practices, Children's Reading Interests and LiteracyDevelopment, DOI: https://doi.org/10.2991/hss-17.2017.109.
• Thorndike, R. M. & Thorndike-Christ, T. (2010). Measurement and evaluation in psychology and education (Eighth edition). United States: Pearson Education.
• Tyner, K. (2014). Literacy in a digital world: Teaching and learning in the age of information. New Jersey: Lawrence Erlbaum Associates.
• Umek, L., Podlesk, A., & Fekonja, U. (2005). Assessing the home literacy environment: Relationships to child language comprehension and expression. European Journal of Psychological Assessment, 21(4), 271-281.
• Wang, J. H. Y., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 162–184.
• Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006a). Contributions of the home literacy environment to preschool aged children’s emerging literacy and language skills. Early Child Development and Care, 176(3&4), 357–378. doi:10.1080/0300443050006374.
• Weigel, D. J., Martin, S. S., Bennett, K. K. (2006b). Mothers’ literacy beliefs: Connections with the home literacy environments and pre-school children’s literacy development. Journal of Early Childhood Literacy, 6(2), 191–211.
• West, J., Denton, K. and Reaney, L. (2000). The Kindergarten Year (NCES 2001- 023). U.S. department of education, national center for education statistics. Washington, DC: U.S. Government Printing Office.
• Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420–432.