A model of literacy development: A social cognitive perspective.
Item
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Title
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A model of literacy development: A social cognitive perspective.
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Identifier
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AAI9020756
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identifier
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9020756
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Creator
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Fader, Wendy.
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Contributor
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Adviser: Marian Fish
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Date
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1990
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Reading
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Abstract
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A model of literacy development was formulated based on conceptualizations derived from both social cognitive theory and available empirical evidence. Literacy was hypothesized to be a function of the following five variables found most salient in its acquisition: Home Reading Environment, Parental Modeling, Child Interest in Reading, Reading Self-Efficacy, and Kindergarten Readiness.;Based on Bandura's conception of triadic reciprocality, the model suggested relationships among the variables of interest. The model contained Cognitive and Personal Factors and Environmental Influences hypothesized to affect Behavior, and to be related to one another. The Cognitive and Personal Factors included Child Interest in Reading, Reading Self-Efficacy, and Kindergarten Readiness. The Environmental Influences included the Home Reading Environment and Parental Modeling. Behavior (academic achievement) was measured by the California Achievement Test and Teacher Ratings.;To examine the manner in which these reading variables related to the development of literacy, and how this impacted on kindergarten achievement, 120 parent-child dyads were studied. Parents responded to questionnaires which yielded data on the Home Reading Environment, Parental Modeling, and Child Interest variables. Children were administered the California Achievement Test, Brigance Kindergarten Screening, and a self-efficacy questionnaire. Teachers responded to rating forms.;Stepwise multiple regression analysis, simple correlation, and canonical correlation were the statistical procedures used to analyze the data. Relative to the model, the present investigation has shown that Kindergarten Readiness was the most significant predictor of academic achievement. The predictive power of any of the other Cognitive and Personal Factors or Environmental Influences with Behavior was not supported.;The relationship between the two measures of Behavior and between the two measures of Environmental Influences were supported, although the three measures of Cognitive and Personal Factors were not. Three of the six hypothesized relationships between Cognitive and Personal Factors and Environmental Influences were supported.;Based on these results, some ways that the model could be reformulated were presented. Educational implications and direction for future research were discussed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
