The Roles of Home Literacy Environment and Reading Self-Concept in Reading Comprehension

Abstract

Reading comprehension is an essential skill when it comes to school and later societal success. However, reading comprehension skills in the Netherlands are declining. This study aimed to understand the predictors of reading comprehension skills, considering both environmental and psychological factors. More specifically, it investigated the relationship between home literacy environment (environmental) and reading self-concept (psychosocial), using a sample of 2214 Dutch fourth grade children from the Progress in International Reading Literacy Study (PIRLS) 2016. The PIRLS assessed reading comprehension skills with a reading comprehension test, while home literacy environment (HLE) and reading self-concept were measured with parental and student questionnaires. Regression analyses showed that HLE significantly predicted reading comprehension, also after controlling for socioeconomic status. Results from a mediation analysis showed partial mediation of the relation between HLE and reading comprehension through reading self-concept. These findings support the inclusion of both psychosocial and environmental factors when studying reading comprehension. Furthermore, this study demonstrates the importance for schools, teachers and parents to be aware of the impact of the HLE. Fostering positive HLEs could result in more positive reading self-concept and eventually better reading comprehension skills.