Invloed van risicocumulatie op de leesvaardigheid van kinderen in groep 7 en 8

Abstract

A strong reading comprehension ability is crucial for academic performance and functioning in contemporary society. Over the past 10 years, reading proficiency in the Netherlands has declined. Approximately 50% of students in mainstream primary education and 7% of students in special primary education fail to reach the enhanced level of reading. Therefore, it is important to investigate the predictive value of the accumulation of risk factors, known as cumulative risk, on the reading proficiency of children in grades 5 and 6. Reading proficiency was assessed using the Cito test for Reading comprehension in grade 5 (n =336) and grade 6 (n = 236). Cumulative risk was measured using a cumulative risk checklist completed by teachers. The study aimed to examine the predictive value of cumulative risk on the reading comprehension skills of children in grade 5. A simple regression analyses revealed a weak, negative, and significant association between cumulative risk and reading comprehension skills of children in grade 5. Additionally, the influence of risk accumulation over time was examined after controlling for prior reading comprehension performance. Hierarchical regression analysis revealed no significant predictive value of risk accumulation over time. In contrast, it showed a strong and significance predictive value of reading achievement in grade 5 on reading achievement in grade 6. Finally, the interaction between accumulative risk and reading comprehension achievement in grade 5 was investigated, moderated by gender. Utilizing Hayes ’PROCESS-model, gender was found not to moderate the association between risk accumulation and reading comprehension. Providing good reading instruction appears to be an important factor in counteracting declining reading achievement.