Bente Rigmor Walgermo|Jan C. Frijters|Oddny Judith Solheim
Literacy interest and reader self-concept when formal reading instruction begins
University of Stavanger|Brock University|University of Stavanger
present study examines associations among literacy interest reader selfconcept emergent literacy skills start formal reading instruction 1171 five sixyearolds results indicate emergent literacy skills directly related reader selfconcept literacy interest interest moderated relationship emergent skills selfconcept school starters high literacy interest demonstrated strong reader selfconcept even emergent literacy skills poor results suggest early motivational dynamics associated emergence reading skill may complex previous research found observed dynamics may implications emergence reading skill specific period changing developmental context