Bente Rigmor Walgermo|Njål Foldnes|Per Henning Uppstad|Oddny Judith Solheim
Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling
University of Stavanger|BI Norwegian Business School|University of Stavanger|University of Stavanger|University of Stavanger
previous studies documented robust relationships emergent literacy later reading performance growing body research also reported associations motivational factors reading early phases reading development however less research crosslagged relationships motivational factors reading skills beginning readers examine relationships early reading skills literacy interest reader selfconcept tested 1141 children twice first year formal reading instruction school crosslagged analysis showed strong stability reading skills medium stability literacy interest reader selfconcept first school year also found bidirectional relationships reading skills selfconcept motivational components literacy interest reader selfconcept final part article address potential theoretical progress attainable use crosslagged designs field