Peer selection and influence on children’s reading skills in early primary grades: a social network approach

Noona Kiuru, Dawn DeLay, Brett Laursen, William J. Burk, Marja Kristiina Lerkkanen, Anna Maija Poikkeus, Jari Erik Nurmi

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

This longitudinal study from Grades 1 to 4 investigated (a) the extent to which children select peers based on similarity in reading skills and (b) the extent to which children are influenced by the level of their peers’ reading skills. The sample consisted of 1003 Finnish children in Grades 1–4, for whom reading fluency and comprehension were assessed. The same children were interviewed about their self-concept of reading ability 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 to their friends in reading fluency and reading comprehension. Children with a high self-concept of reading ability and high reading fluency were particularly likely to be positively influenced by peers with high reading fluency.

Original languageEnglish (US)
Pages (from-to)1-28
Number of pages28
JournalReading and Writing
DOIs
StateAccepted/In press - Mar 10 2017

Keywords

  • Peer selection and influence
  • Reading comprehension
  • Reading fluency
  • Reading skills
  • Self-concept of reading ability

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Education
  • Linguistics and Language
  • Speech and Hearing

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