Ecological, psychological, and cognitive components of reading difficulties: Testing the component model of reading in fourth graders across 38 countries

Ming Ming CHIU, Catherine MCBRIDE-CHANG, Dan LIN

Research output: Contribution to journalArticles

20 Citations (Scopus)

Abstract

The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the differences in student difficulty occurred at the country (61%) and classroom (30%) levels (ecological), with less than 9% at the student level (cognitive and psychological). All three components were negatively associated with reading difficulties: cognitive (student’s early literacy skills), ecological (family characteristics [socioeconomic status, number of books at home, and attitudes about reading], school characteristics [school climate and resources]), and psychological (students’ attitudes about reading, reading self-concept, and being a girl). These results extend the CMR by demonstrating the importance of multiple levels of factors for reading deficits across diverse cultures. Copyright © 2012 Hammill Institute on Disabilities .
Original languageEnglish
Pages (from-to)391-405
JournalJournal of Learning Disabilities
Volume45
Issue number5
DOIs
Publication statusPublished - Sep 2012

Citation

Chiu, M. M., McBride-Chang, C., & Lin, D. (2012). Ecological, psychological, and cognitive components of reading difficulties: Testing the component model of reading in fourth graders across 38 countries. Journal of Learning Disabilities, 45(5), 391-405.

Keywords

  • Reading attitudes
  • Home literacy
  • School resources
  • Home resources
  • Gender differences

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