How parental motivation and self-regulation contribute to the decoding efficiency of children in grade 1

Abstract

There are concerns in the Netherlands about the decreased reading level of young people. Therefore, research on environmental factors and child-specific factors is needed to identify potential risk factors for reading difficulties in children. In this study, the relationship between parental motivation, self-regulation of the child and decoding efficiency was examined. Previous research indicated that parental motivation and self-regulation play a role in predicting reading skills, but their specific impact on early reading development remained unclear. Additionally, child self-regulation was suggested to influence the effectiveness of parental contributions to reading. The study involved Grade 1 students (n=58) and their parents, who completed questionnaires assessing the students’ self-regulation and parental motivation. The students underwent a nationally standardized decoding efficiency test. Despite previous research suggesting predictive relationships, the findings did not show significant associations between parental motivation, child self-regulation, and decoding efficiency. These non-significant results indicate the need for further exploration of this subject. These findings contribute to the ongoing discussion surrounding the complex nature of reading skills and provide insights for future research in this field.