Peer selection and influence in children’s reading skills: A social network approach
Leuven : European Association for Research on Learning and Instruction (EARLI)
In17th Biennial Conference EARLI: Book of Abstracts and Extend Summaries, pp. 155-156
17th Biennal EARLI Conference for Research on Learning and Instruction (EARLI 2017) (Tampere, Finland, August 29th - September 2nd, 2017)
Article in monograph or in proceedings
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17th Biennial Conference EARLI: Book of Abstracts and Extend Summaries
This longitudinal study investigated (a) the extent to which children select new peers based on similarity in reading skills, and (b) the extent to which children are influenced by their peers’ reading skills. The sample consisted of 1,003 Finnish children in Grades 1 to 4, for whom reading fluency and text comprehension were assessed. The same children were interviewed with respect to their self-concept of ability in reading at the end of kindergarten. The results of social network analysis showed that children had a tendency to choose new friends based on earlier similarity in reading fluency, but not in reading comprehension. Furthermore, children became more similar across time to their friends on reading fluency and reading comprehension. Children with both high self-concept of ability in reading and high reading fluency were particularly prone to positive peer influence in regards to their reading fluency.
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